Lisa Delpit, The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children
Argument:
Lisa Delpit argues that there are codes or rules for participating in power, based on the culture of those in power, that must be explicitly taught in schools to those outside this culture of power, to ensure students from all cultural backgrounds have the opportunity to succeed. These codes refer to ways of talking, writing, dressing, and interacting.
She demonstrates how issues related to power start in the classroom as the current framework in schools puts those from different cultural backgrounds at a disadvantage, failing to prepare them for success and ultimately limiting their power. Often well-intended, educators may be unintentionally tailoring their teaching for students who are already integrated in the culture of power and familiar with its codes by following a middle-class framework. An example Delpit provides is that often the fundamentals are taught at a speed suitable for students who have had some introduction and practice at home, typical of middle-class households. However, children outside this culture may not have the same introduction at home, making this speed more difficult to follow. The author also demonstrates how communication can follow cultural norms that negatively impact those unfamiliar with them. Teachers often resist exhibiting power in the classroom, as in middle-class culture, authority is attributed to position, and as such, teachers provide direction in a friendly, indirect way. However, working-class culture views authority as someone authoritative, meaning these children respond best to direct, explicit instructions. This often leads to misunderstanding or kids not listening, as children don't recognize their teachers as an authority figure. This is why Delpit advocates for educators and schools to listen to those inside these communities on how education can support those outside their culture.
Comments:
I found this reading to be very eye-opening, as the provided examples of cultural differences impacting student learning are some that I had never considered. I recently watched a TED Talk discussing the value of human connection in education that reminded me of the conversations we’ve been having over the last couple of weeks. The speaker provides some great excerpts from her educational career that demonstrate the positive long-term impact of asset-based teaching, connecting, and understanding students as unique individuals. Some quotes that stood out to me from this TED Talk include:
“Seek first to understand as opposed to being understood.”
“Every kid deserves a championship, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.”
Every Kid Needs a Champion | Rita Pierson | TED.
Link: https://www.youtube.com/watch?v=SFnMTHhKdkw&t=38s
Hi Faith! Great argument. I especially liked how you made that point about how middle-class teachers often use direct hints (e.g., "is this where the crayons belong?") rather than direct commands. Delpit's observation that this can be confusing for children from cultures that value direct authority is vital. In my experience as a former special education teacher, trying to be "less bossy" to be more progressive made me "less clear" and not even taken seriously as an instructor to the very students who need to navigate the system -- explicit guidance, that is.
ReplyDeleteHi Faith! I really enjoyed reading your post. I completely understand where you come from as I have also not given much prior thought to the way in which cultural differences impact student learning. It makes so much sense that home life and culture affect the way that people think. I also really enjoyed reading this article as it helped me understand just how much of an impact home-learning has on classroom learning. I think it's really important to consider this when we teach in our own classrooms.
ReplyDeleteI also found this article to be eye opening. I hadn't considered the extent to which a child's home environment prepared them or not, to understand the style differences of the way power and authority are wielded in different communities based on class. I agree that in order for students to feel seen, supported, and championed that we need to keep the bar high in terms of attainment and expectations of students, but also seriously improve our ability to connect and draw on their assets and existing knowledge. I dream of a class community that can prepare kids for tackling these issues, rather than "protecting" them from knowledge of difference and systems of power which leads us to suffering from an under-informed adult population.
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