While I agree with the overall project of Lisa Delpit’s “The Politics of Teaching Literate Discourse,” namely making sure that marginalized. -Lisa D. Delpit argues that acquiring the ability to function in a dominant Discourse does not mean that one should reject one`s home identity. I have encountered a certain sense of powerlessness and paralysis among many sensitive and well-meaning literacy educators who appear to.
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Does it not smack of racism or classism to demand that these students put aside the language of their homes and communities and adopt a discourse that is not only alien, but that has often been instrumental in furthering their oppression? Delpit also writes that both students and parents of color may often demand that the dominant discourse be taught in the classroom in order 1 for students to be allowed access to the economic power that is associated with the dominate discourse; 2 to mimic the experience of others who have learned the dominant discourse in the classroom; and 3 to allow access to the dominant discourse in order to later transform or subvert it.
Sandy Brusin October 26, at 1: Leave a Reply x Enter your comment here Notify me of new comments via email. Along with this passionate belief there are three things that a teacher can do to help their studenst rise above their primary discourse and attain a more socially powerful dominant discourse. Gee just doesn’t think that students can master a secondary discourse in the traditional classroom — and I’m not so sure that if we didn’t look closely at the examples that Delpit offers of students who did learn a secondary discourse in school, we wouldn’t see that these students didn’t just learn in the classroom, but also through what Gee calls “acquisition.
To substantiate her objections with the first position, Delpit includes stories of individuals that demonstrate that literate discourse can be acquired in the classroom setting.
Furthermore, they question whether they are acting as agents of oppression by insisting that students who are not already a part of the “mainstream” learn that discourse.
Lisa Delpit, “The Politics of Teaching Literate Discourse”
One of her examples if Mike Rose. To find out more, including how to control cookies, see here: I have encountered a certain sense of powerlessness and paralysis among many sensitive and well-meaning literacy educators who appear to be caught in the throes of a dilemma.
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You are commenting using your WordPress. Second, the teacher must recognize that there will be conflicts between the dominant discourse and the primary discourse, especially because they are not of similar social status. I hope here to speak to and help dispel that sense of paralysis and powerlessness and suggest a path of commitment and action that not only frees teachers to teach what they know, but to do so in a way that can transform and subsequently liberate their students.
“The Politics of Teaching Literate Discourse” – Delpit (Comment)
Leave a Reply Cancel reply Enter your comment here I guess it has always been something central to my life but nothing I ever paid attention to.
Although theirjob is to teach literate discourse styles to all of their students, they question whether that is a task they can actually accomplish for poor students and students of color.
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The Politics of Teaching Literate Discourse by Lisa D. Delpit by Nell Weber on Prezi
A Story about the Perils Deplit proves Gee wrong in this area by the information she uses. Sorry, your blog cannot share posts by email.
It also helps show how influential a teacher can be when they take the time to establish trust with their students and believe in what they are teaching. Create a free website or blog at WordPress. About Me Michelle Morici View my complete profile. By continuing to use this website, you agree to their use. Search all titles Search all collections.
At the end of her essay she says. Newer Post Older Post Home. You are commenting using your WordPress. Specifically, Delpit is challenging the work of James Paul Gee as she problematizes the notions that 1 people who are not born in to the dominate discourse will find it exceedingly difficult to acquire, and 2 an individual born into one type of discourse will experience major conflicts when entering another discourse.
In this article the author examines and critiques one of the aspects of dominate discourse proposed by Gee in the article Literacy, Discourse, and Linguistic. What might multi-literacy look like?
One repeating factor in every example of a person gaining a dominant discourse that is socially more powerful than their primary discourse is that they had a teacher who believed that the student is literafe limited by their primary discourse and that they could learn to operate and be accepted into a more socially powerful dominant discourse. I just don’t think it’s a fair assumption that Gee doesn’t care about students’ learning.