Why does this represent a significant turning point in Samantha’s education?

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Please answer the questions below in a way that will further the discussion using only the text listed below. Support answer from the text with page numbers
Reading
Shorris, Earl; “On the Uses of a Liberal Education” pp. 142-160
hooks, bell; “Confronting Class in the Classroom” pp. 292-301
Rich, Adrienne; “Claiming an Education” pp. 83-87
Discussion Questions:
1) On page 154, Shorris writes, “Samantha was the student who had burst out with the news… that people in her neighborhood believed it ‘Wasn’t no use goin’ to school, because the white man wouldn’t let you up no matter what.’ But in a hall where the statuary was of half-human, half-animal female figures, it was Samantha who asked what the glyphs meant, encouraging Felicia Blum to read them aloud, to translate them into English.” Why does this represent a significant turning point in Samantha’s education?
2) Rich argues that “seeking out criticism” is an integral part of taking your education seriously (87). Take some time to self-reflect and write about an experience either seeking or receiving criticism. Do you, like Rich suggests, maintain relationships that “demand that you push yourself further” (87)? NOTE: This is a question that requires personal reflection, so it is unnecessary to cite text in support of your answer.
3) Each author this week discusses the responsibility students must assume in their education. Choose one of the three authors to write on and explain how s/he sees student engagement as a means to empowerment. ( please us “ confronting class in the classroom” by bell hooks
4) Earl Shorris and bell hooks each emphasize the value of shared learning experiences. How are Shorris’ use of Thucydides’ definition of “politics” (143) and hooks’ use of the word “respect” (299) related concepts? How is the participation of the individual in public space a necessary step to confronting and even moderating class difference?

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