In The Silenced Dialogue: Power and Pedagogy in Educating Other
People’s Children, Lisa Delpit analyzes and discusses the large effects that the
“culture of power” has on the education of children whom are of minorities and
varying socioeconomic statuses. This “culture of power” is one of the key reasons
why the dialogue concerning how to educate a diverse student population is
silenced between African American teachers and their Caucasian counterparts.
There are many ways to approach beginning the dialogue and this conversation
can begin in two different ways: between the teacher and classroom, and in the
way that teacher policies that are being construed. Delpit shockingly states in
conclusion “I don’t speak of how I wish …show more content…
Delpit believes that there is disconnect between the standards that are
being put in place for instruction of literacy and the way in which it would be
beneficial to instruct students of color. In order for instruction to be changed the
opinions of the teachers who would be familiar with educating these students need
to be heard, unfortunately this is very difficult to do because of the oppressing
way in which the culture of power operates. Delpit believes that skills-based
instruction would be the most beneficial for the poor and black children, however
this can also have a negative aspect when it is assumed that these children can be
placed into a category. She believes that these children need to be given the tools
in order to be affluent in communicating with other cultures. There are other
factors that students of color look at when deciding whether a teacher is of value
one of the key factors is authority, “many people of color expect authority to be
earned by personal efforts and exhibited by personal characteristics” (p. 35) At
first, this can be overlooked when deciding which teacher is assigned to which
classroom but it can make a large impact on the black students and
People’s Children, Lisa Delpit analyzes and discusses the large effects that the
“culture of power” has on the education of children whom are of minorities and
varying socioeconomic statuses. This “culture of power” is one of the key reasons
why the dialogue concerning how to educate a diverse student population is
silenced between African American teachers and their Caucasian counterparts.
There are many ways to approach beginning the dialogue and this conversation
can begin in two different ways: between the teacher and classroom, and in the
way that teacher policies that are being construed. Delpit shockingly states in
conclusion “I don’t speak of how I wish …show more content…
Delpit believes that there is disconnect between the standards that are
being put in place for instruction of literacy and the way in which it would be
beneficial to instruct students of color. In order for instruction to be changed the
opinions of the teachers who would be familiar with educating these students need
to be heard, unfortunately this is very difficult to do because of the oppressing
way in which the culture of power operates. Delpit believes that skills-based
instruction would be the most beneficial for the poor and black children, however
this can also have a negative aspect when it is assumed that these children can be
placed into a category. She believes that these children need to be given the tools
in order to be affluent in communicating with other cultures. There are other
factors that students of color look at when deciding whether a teacher is of value
one of the key factors is authority, “many people of color expect authority to be
earned by personal efforts and exhibited by personal characteristics” (p. 35) At
first, this can be overlooked when deciding which teacher is assigned to which
classroom but it can make a large impact on the black students and