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At the end of the first paragraph of her introduction, Michelle tells her readers that while she believed “books could change the lives of [her] students,” she later realized she was being "unabashedly romantic” (paperback p. xi / PDF p. 1).

What does Michelle originally think reading books will do for her students based on her own experiences? What do you think she discovers during her time in Mississippi - specifically about books changing her students' lives?

What's your belief? Do you believe books and reading have the ability to change people’s lives?

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Michelle explains that “to be educated meant you read books and entertained ideas that made you feel uncomfortable” (paperback p. xv / PDF p. 3).

What do you think she means by this? What is the connection between education and feeling uncomfortable? What does being educated mean to you?

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Michelle explains that, in spite of everything, her students remained optimistic about their futures; the source of hope for many of them is God.

What does this belief in God suggest about the community and their sense of power/control over their own lives? What does Michelle think about this and how does it differ from the way she sees things?

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Michelle explains that the schools were violent, that students sometimes got in fights, that some teachers paddled (hit) students, and that many teachers disciplined students by sending them home from school.

Why do you think the teachers took these measures to discipline students? What do you think about their choices? What does Michelle suggest when she says she was complicit?

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In her introduction, Michelle provides us with information about her upbringing, her education, and her beliefs and values before she introduces us to the Mississippi Delta and Patrick.

What’s the purpose of her introduction, and based on what you’ve read, what do you expect the rest of the book to contain?

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Harry Potter professors (Snape, McGonagall, Dumbledore)

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How much influence can a teacher have in a student’s life? Think about some of your past experiences of being in the classroom, considering previous teachers you’ve had and how they interacted with you and other students.

What sort of effect do you think these teachers had on you and others?

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In my opinion, she mentioned that purposeful learning is not just about acquiring knowledge and mastering skill but that learning really means being open to confronting sometimes uncomfortable issues that are foreign to one's own thinking. Education is more than just receiving information from one source; it also involves searching someplace else and building critical thinking abilities. The important thing is that we keep learning and growing as ourselves.

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A common theme from the beginning of the series is how literature can bridge gaps and unleash the strengths of students. Kuo's commitment to helping Patrick despite the systemic challenges makes me think about the power of personal connections in education. It shows that patience and understanding can make a difference, even in the most difficult situations.

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In my view, Michelle illustrates education as more than just acquiring knowledge - it's about challenging yourself and your existing beliefs. When she connects education with feeling uncomfortable, she suggests that real learning happens when we push beyond our comfort zones and confront ideas that challenge our existing worldview.

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In my opinion, the idea that Michelle wants to explain is that sometimes, when you are learning, there will be some information that might be tricky; the information sometimes comes from one side or is wrong in what you have been learning. Learning should be the process of curiosity and finding the answer of that, people will tend to learn better when their curiosity has been answer rather than being forced to learn.

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Michelle sets the scene for her experiences with students like Patrick in the opening of Reading with Patrick by discussing her background as the daughter of Taiwanese immigrants, her strong interest in writing and equality history, and the reasons she chose to teach in the Mississippi Delta.

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Michelle originally believed that reading books would inspire her students in the same way they inspired her. During her time in Mississippi, Michelle realizes that the systemic is challenging and harsh, lack of access to resources.

I do believe books and reading have the ability to change people's lives, but depends on the situations of readers. Books can provide new perspectives, new mindset or maybe motivations.

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The teachers likely used these measures like paddling, sending students home because they might have believed that strict, authoritative discipline would maintain order and control in school. This could have been influenced by the societal norms and policies, where punishment and harsh discipline were more widely accepted as way to enforce rules. According to me, these could be problematic because they can harm students both physically and emotionally. While discipline is necessary, it should be done in ways that encourage growth rather than fear or rebellious nature. Regarding Michelle's suggestion, it implies that she may be aware of the mistreatment but didn't actively intervene or speak against them. She must have accepted these norms or felt powerless to stop them. Being complicit means, even if she recognized the mistreatment she didn't challenge them, because it might not have been the best or most effective approach towards this serious problem.

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The belief in God among Michelle’s students in the Mississippi Delta reflects the community's reliance on faith as a source of hope amidst challenging circumstances. For many students, their faith provides a sense of inherent value and strength, helping them to believe in the possibility of a better future despite systemic barriers and socioeconomic struggles. This contrasts with Michelle’s perspective; while she respects their optimism, she approaches life with a more pragmatic lens, focusing on tangible actions and education as tools for empowerment. Unlike her students, who find strength in divine assurance, Michelle relies on personal responsibility and effort to create change.

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Michelle’s statement suggests that true education goes beyond simply acquiring knowledge or skills. This includes experiences that push us beyond our common prejudices, biases, and familiar ways of thinking. This discomfort serves as a key element of growth for students, encouraging them to reflect on their inner selves and gain a deeper understanding of who they are. To me, education is not only the act of getting knowledge or earning a degree. It is a process of growing curiosity about the world, an open mind, and humility. It involves trying to understand perspectives that differ from one's own and using the knowledge that one has gained to make meaningful contributions to the world. Students must put into action what they have read, heard, and experienced to truly embody the essence of education.

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At first, Michelle thinks reading books will inspire her students, just like it inspired her. She wants them to feel the same emotions and learn the same lessons she did from powerful literature. But during her time in Mississippi, she starts to realize that her students’ lives are very different. Books might not solve their problems right away, but they can give them hope and show them new possibilities.

I really believe books can change people’s lives. They have changed mine by helping me see the world differently and giving me courage in tough times. Sometimes, just reading the right book can make you feel like anything is possible.

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The purpose of the introduction is giving readers the background, and initial belief of the author in education. These information helps readers better understand the difficulties the students who lived here faced. The book is seeming to reflect some social issues, the unfairness of opportunities and resources. The introduction reflects the perspective from the author and gives us a more clear view of the contrast from her understanding.

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It should specifically be said that education isn't just training on facts. it's a journey, one where self-reflection, confronting discomfort, and taking meaningful action are called for. For her, the works of writers like Baldwin and King are tools for awakening a deeper understanding of injustice and one accountability with regard to such action. True education to her meant gaining knowledge in order to apply it towards transfigurating one's self and society.

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Michelle thought that reading makes students heroic with responsibilities. However, she realized that in reality, especially for immigrants, there is no hero. Instead, immigrants must be careful not to become the target of aggression. I do believe that reading can change people's minds, but changing their lives might depend on how they choose to behave.

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Michelle initially believes that books can change her students' lives, just as they had changed hers, by inspiring them with stories of courage, justice, and self-reflection. She imagines that reading powerful works like those by Martin Luther King Jr. and James Baldwin will spark a similar sense of responsibility and action in her students. However, as she spends time in Mississippi, she realizes that books alone cannot solve the deeper, more immediate issues her students face, such as poverty and systemic oppression. Through this experience, she discovers that true change requires more than just reading, it demands understanding, empathy, and practical action to address the students' real-life struggles. While books can inspire and open minds, Michelle learns that lasting change often requires a more complex combination of support, action, and engagement with the world outside the classroom.

I believe books have the power to change lives by opening minds and inspiring reflection, but true change requires both a personal connection to the material and support beyond just reading.

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In the introduction of Reading with Patrick, Michelle Kuo reflects on her upbringing as the daughter of Taiwanese immigrants in Michigan and her idealistic pursuit of teaching American history through Black literature in the Mississippi Delta, all while grappling with her sense of identity as an Asian American and the realization that Asian Americans are often overlooked or marginalized in the broader American narrative.

How does Michelle Kuo’s background as a Taiwanese American shape her perspective on teaching literature and activism?

Michelle Kuo's background as a Taiwanese American shapes her perspective on teaching and activism by making her keenly aware of her marginalization in American society. Raised with cautionary tales about the dangers of being an outsider - stories of racial violence and discrimination - she constantly grapples with her own identity and role within larger social movements. While Kuo is deeply moved by the works of Black writers and activists, she also recognizes the tension between her admiration for these figures and the reality of being an Asian American, a group whose struggles often go unnoticed in the U.S. By seeking to teach Black literature to her students in the Mississippi Delta, Kuo is trying to both engage with and bridge the gap between her own immigrant experience and the broader history of American racial injustice, but she also faces the challenge of navigating activism from a place where she feels both outside and deeply connected to the cause.