" We Are Marshall" Movie Review

Topics: Grief, Kübler-Ross model, Coach Pages: 6 (1835 words) Published: October 25, 2010
" We are Marshall Movie review
Running head: Assignment Two

Assignment Two – Movie Review
Kevin A. Michael
University of Oklahoma
SWK 5333(980) – Diversity and Oppression
September 25, 2010
Professor: Dr. Mary Brandt

Assignment Two – Movie Review

Reason for Choice of Movie

The selection of film, I have chosen, is based upon my infatuation with the very intriguing storyline it offers. At first, one may believe that the storyline is nothing more than another movie concerning football. However, the storyline offers a combination of a beloved American sport, along with touching accounts of the lives of each main character, as they dealt with grief and despair independently. Most importantly, the storyline depicts the perseverance of one man who strived for perfection, even when everyone else neither believed in him nor shared his vision. “We are Marshall” correlates with the textbook as, the manner in which individuals adapt to difficult challenges vary from person to person. However, in order to achieve a true state of resiliency, one must allow the stages of grieving to be a fluid process. Finally, “We are Marshall” shows the actions of one, can lead to changes which positively impinge upon many.

Summary of Movie

“We are Marshall” is based upon a true story that occurred on November 14, 1970. “We are Marshall” begins with a plane crash that kills 75 members of the football team, including players, coaches, and fans. One can imagine how such a devastating event would impact the Marshall University community. Therefore, university President Donald Demond along with influential community members, decided in the best interest of the university, to discontinue the football program. Nate Ruffin, who was the (co-captain and defensive back) on the team, decides that it is imperative that the football program remains viable. “We Are Marshall” depicts how Ruffin served as a catalyst for change, by coordinating a rally comprised of students and community members, in efforts of demonstrating solidarity for the need of, the football program to remain active. By completing the aforementioned, and by orchestrating the community support, Ruffin inevitably gained the support of the university President. Together, Ruffin and Demond revitalizes this much needed team by the recruitment of a head coach (coach Lengyel) and players. The newly formed team’s nick name was "Young Thundering Herd” and although Coach Lengyel’s main focus was to win, he looked beyond these statistics and focused on the benefits of continuing an active football program. This philosophy was an ideological shift for the current players as the previous head coach expressed an emphasis on winning.

The Cultural Issues

Nate followed, what he believed was a path to permanent liberation by first, becoming aware of the oppression by the university board members. The president and board members wanted to decide the fate of the team and the community without their representation or input. Upon, gaining awareness, Ruffin became resourceful and by way of creativity, deputized members of his team to enlighten the community. This act of enlightenment, allowed the liberation process to begin, as it include the oppressed group in the process of liberation. Secondly, Ruffin decided upon a listing of various praxes in which he operated. The praxis was awareness of self-determination, creativity, and rationality affected change of the state of oppression. The act of bringing forward a group, displaying creativity by chanting “We are Marshall” was creative in that this phrase was used by the football team as words of solidarity; this allowed the oppressor to rationalize their actions impact upon the oppressed.(Freire, 1970). Coach Lengyel took on the role of a social worker, as he assisted those who were affected by the tragedy of the plane crash. Lengyel conducted himself with the cultural grace and competence one would expect of a social...

References: Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.
Kulis, F. F. (2009). Put the title of the chapter here. In F. Kulis (Ed.), Diversity, oppression,
and change (pp. 5-6, 88). Chicago: Lyceum.
Lecroy, J. B. (2010). Put the title of the chapter here. In J. Lecroy (Ed.), Human behavior in the
environment: A multidimensional perspective (p.620). Belomont: Wadsworth Cengage
On your reference page, after the 1st line, all subsequent lines must be indented 5 spaces.
Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.
Kulis, F. F. (2009). Diversity, Oppression, and Change. In F. F. Kulis, Diversity, Oppression, and Change (pp. 5-6). Chicago: Lyceum.
Lecroy, J. B. (2010). Human Behavior in the Environment A Multidimensional Perspective. In J. B. Lecroy, Human Behavior in the Environment A Multidimensional Perspective (p. 620). Belmont, Ca: Wadsworth, Cengage Learning.
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