#edmu

Request: could you write Edmund thinking reader likes peter and being jealous

Warnings: jealousy, mild cursing if you squint. .

Pairing: Edmund Pevensie x Reader

Word Count: 3525

Ask and you shall receive, dear anon.

♡♡♡

“That’s ridiculous!”

“That’s exactly what I’m saying!”

Edmund watched from afar as High King Big Brain and his wife chatted and laughed. Of course. Of course it had to be him. It always did.

Peter couldn’t let him have one good thing. Nothing.

He felt betrayed. Y/n was his wife for god sakes! And she just threw it all away. For what? Another man on a throne? Was he just her meal ticket?

He couldn’t even remember he was at a ball till a waiter came by offering him a drink.

Edmund sighed, lowering his head in his head. His thoughts reeling around his brain like clockwork. One half of his brain loathes the two people in the great hall whilst the other half loves them and wants to believe is not at all real.

From across the room, Y/n noticed her husband a few feet away. The nobles dancing around the ballroom. Crap. She thought. It seemed peter noticed to because she got a soft nudge on the shoulder and a head nod, “Go, be with him.” He smiled.

She quickly dismissed herself with a kind grin and waltzed over to Edmund. The raven-haired king saw her feet and glazed his eyes all the way up her frame. Aslan, she was beautiful.

“Care to dance?” She asked, a flirty-like tone to her voice, and a smirk to carry with it.

He let out a soft laugh, “of course, milady.”

The two walked to the center of the crowded ballroom. Y/n rested her left arm on his shoulder and grasped his hand in her right, letting him wrap his arm around her waist.

“Ow!”

“I’m sorry! I was never good at dancing!”

“Don’t I know it.”

“Edmund!” She softly slapped his chest.

“What am I wrong?” He laughed, “remember our wedding? You fell. In front of everyone!”

She groaned and buried her face in his neck, not caring about the opposing company. “Don’t remind me. Worst moment of my life.”

“Hey! At least I was there.” He trailed off.

Y/n brought her head up, “yeah, you probably made the moment ten times worse.”

“How would I do that?”

“You made a toast, Ed. To my clumsiness!”

“Well, was I wrong?”

“You’re so lucky I love you.”

“Do you though?”

“What?”

“What?”

It slipped. How he was getting out of this one? He didn’t know. He usually doesn’t get away with a lot with Y/n.

“Edmund?” She pried, tilting her head. “What do you mean by that? Of course I love you.”

“No. I don’t think you do.” He huffed, letting his arms fall free and walking out of the ballroom, leaving her shocked.

Seeing this, Peter walked up to her. “What happened?”

“I’ll be damned if I knew.” She replied, still looking toward the way he left. “I’m gonna find out though.”

With that, she left the ballroom and went on a man-hunt for her husband.

♡♡♡

She checked everywhere. The library. Their chambers. The court. The office. The kitchen. The stables. The dining room. Everything. No sign that Edmund had even been there!

She began to get restless, toppling on top of her bed with a loud sigh. She laid out like a starfish, staring at the ceiling. Where was he? What did he mean? Where could he-

“The garden!”

She leapt out of the bed, racing to the botany. It was their place. Everything was there.

She came to halt as she neared her destination, stopping to catch her breath on a pillar.

“You alright there?”

She yelped and jumped back, she covered her eyes as she gripped her dagger and pointed it at the voice.

She felt a hand grab hers and softly set it down, putting the dagger back in its holster. She opened her eyes to see Edmund. She sighed in relief as she gently hugged him, arms around her neck.

“You scared the hell out of me!”

“Like I meant to!”

“I’m sorry.”

“What are you sorry for?”

She buried her face in his shoulder, “for making you feel like I didn’t love you.”

“I’m just being silly, love. I saw you with peter and something set me off so I-“

She brought her head up and squinted, “Wait? peter?”

“Ugh, please don’t-“

“Peter Pevensie? As in the stubborn blonde? High king duckling?” She teased.

“Y/n/n-“

“Edmund I’m sorry I made you feel like that. I truly didn’t mean to. We were just being friendly! I didn’t marry him. I married you. You’re the only one for me. The moon to my stars, the sun to my flowers, the king to my queen.”

“I love you so much.”

“I love you too. Always.”

Christmas in Narnia

- Oh my god! I love the idea of spending holidays with them

The following is an exercise as a part of EDMU at Ball State University. 

Challenges 

Response developed by, Crane, Hudgins, Taylor, Gill: 

Challenges of Multicultural Education Department Response

The Cardinal Leadership team convened to address concerns in regards to our school’s decision to move towards embracing a multicultural education philosophy and tactics. Our 5 point response outlines our teams balanced and thoughtful approach to a multicultural education philosophy and the internal and external concerns of our school community. We value our stakeholders and look forward to continued dialogue that centers around providing the best possible education for our students.

1. Providing equal time to each of our students does not necessarily mean there is equality in our educational process. Each student comes in to our classrooms at different levels in terms of academic ability, socioeconomic status, social emotional needs, and from diverse cultural backgrounds. Ignoring one’s ethnic background does not provide accurate scaffolding in order to form and redefine material in the classroom. As educators our approach to educating different ethnic minorities needs to be different shaped for each individual, taking into account their uniqueness and demographic, as well as, personal qualities that highlight that students advantages and disadvantages in the classroom.

2. Diversity and divisions in classroom are not created by multiculturalism, rather, they exist regardless of how a student is educated. Rather than ignoring who we are, multiculturalism more deeply acknowledges an individual’s unique cultural background, and is able to assess and meet each individual’s need in this regard. Multiculturalism does not only focus on the negative aspects of our nations history either; when it does, though, it focuses on negative dimensions only to explore the nature of why social injustice happens, in order to prevent it.  

3. A Multicultural Education, one that embraces our core values, “to celebrate the diversity of our student community” is not an elective - it is a requirement. Today, teachers, social workers, and administrators are charged with the duty of educating children for success in a global community. A particular cultural competence is required to make out children competitive in collegiate and professional ambitions. At SCHOOL NAME we must live up to our core values by “preparing our children for their highest ambitions through education, community engagement, and culturally relevant coursework.”

4. Within the United States, knowing to speak English is essential within the classroom but  this does not leave multicultural education invalid or unneeded in the classroom. Learning about other cultures is just as essential to the classroom setting as English education. Due the the rapidly changing world and new technology advancements it is likely individuals will encounter many people from many different countries and cultural backgrounds. If students are taught about the basics of this culture and appreciation one can have for these different cultures it will provide a social scaffolding that students will need to acquire in order to be able to socially interact and advance in a now multicultural globalized world and environment. Promoting and and celebrating other cultures is not simply a filler for curriculum, but an educational asset that does not take away from essential basic skills being taught, but promoting and growing a student’s viewpoint on the world. Further, multicultural education is not simply a means to enhance white guilt, but a way to simply display and aid in the concept of unity and understanding of all cultural backgrounds.

The text Students Multiple Worlds details the difference we see in American students between their three primary worlds; school, family, and peers. The three areas are the pillars of our children's lives, it is where their expectations are set and their ability is placed upon them.

The expectations, attitudes, behaviors, and values cause borders between these spaces that are not easy to navigate as educators, social workers, policy makers, and government and business partners. While borders can be created, some of these areas are simply barriers to bridging the gap between multiple worlds. For example, social class, which often informs academic expectations, can be a barrier to success that is permeable with intentional attention to high expectations in a students multiple worlds. 

Students like Carla remind us that a positive view of the home life can "manifest" itself in positive performance and expectation at school, regardless of social class. (Multiple World, 72) While social class can inform how a student feels about their ability to perform and his/her relationship with success the development of a positive attitude toward home life (border) can manifest in a positive way. The concept lends itself to poor attitudes towards home life as well. A student that comes from a socioeconomically depressed community with high expectation at home and low expectations at school is faced with the same borders - the borders just do not match. The classroom and school can then become a place where a socioeconomically marginalized students feel inferior to the expectations of particular worlds this can manifest itself in poor performance and behavior among other issues. 

It is important that we focus on ensuring that social class is not the only informant of expectations. Children with poor expectations in particular worlds should be able to find high expectations and services among their peer class ( a group educators influence) community and certainly at school.