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ences at Brooksview as a reading buddy, I was able to examine some ways in which children were denied access to their own culture from the information provided by my partner Kabeena. That month, Kabeena told me of a Spelling Bee competition her school was having, optional to those who wanted to participate (Appendix, Day 14). After returning for my fifteenth meeting she had brought it up again, this time saying that her teacher signed up the whole class for it whether they wanted to or not (Appendix, Day 15). Here the children at Brooksview are denied access to their own culture as they are prevented from speaking out and making their own decisions. This is similar to Allison James’ article, Giving Voice to Children’s Voices: Practices and Problems, Pitfalls and Potentials, where she states that children find their voices silenced and ignored and if they are even consulted, their voices and ideas may still be disregarded (James 261). If children are denied from accessing their own culture and freedom they will possibly respond attentively to the social controls that maintain and support oppression. Children in this situation play the role of the unintelligible student who must adapt to what their teacher expects of them (Freire 73). Students are alienated and are perceived to be ignorant and unaware as they are silenced from making rational decisions for themselves. We can see this occurs in Octavian Nothing as he is trying to share his own ideas and thoughts. “Put the mask back on him! I do no need to argue points with a specimen.” (Anderson 339). Here, the mask portrays the power institutions have on children as they are denying them the freedom to share their thoughts. The lack of action from children dehumanizes them as it determines that understanding of the teacher-student opposition. Institutions must remove that blockage they have set up, giving children the right to gain access to their own culture without doing it for them.

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