Blog #5 Preface and Introduction to Troublemakers by Shalaby

Argument

Throughout the reading of the preface and introduction to Troublemakers by Shalaby, it made me question why some students can be defiant. In pretty much any school, there are children who defy expectations. These are the ones who question, resist, and challenge the established rules. Often labeled as "troublemakers," these young individuals are frequently seen as problems to be fixed and disciplined. But what if, instead of being a source of disruption, these children are in fact offering a rare and valuable opportunity to learn? This can lead to a different perspective on "troublemakers", those students who refuse to conform, and whose actions and voices sometimes disrupt the order of the classroom. These children are not simply causing chaos, but they are more so expressing their need for freedom. They remind us that the institutions we trust to educate and shape our future generations often operate on principles of control and discipline. And in doing so, they unintentionally hold back the creativity, curiosity, and self-expression that education should nurture.

During the introduction reading, children, such as the 9 year old mentioned at the beginning, are being overlooked. Not in the sense of physically overlooked, but in a way that they are being misunderstood, their voices muted, and their complexities ignored. Invisibility is not about absence, yet it’s about the failure to see the fullness of a child’s experience, identity, and potential. This invisibility is embedded into the educational system, where the focus is often placed on conformity, order, and obedience, rather than honoring the diverse needs and experiences of individual students. Children who resist or disrupt these expectations are often labeled as troublemakers. But this label obscures the deeper truth. These children are not simply acting out for the sake of rebellion by saying “no” or “why” etc. Their behavior is an expression of a desire for recognition in an attempt to be seen for who they are, not who the system wants them to be. Their resistance may not always be a rejection of authority but could be a cry for visibility in a world that too often demands they fit into predefined molds in society.

Turning bias around in the classroom