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.
|Published (Last):||14 June 2010|
|PDF File Size:||6.98 Mb|
|ePub File Size:||6.2 Mb|
|Price:||Free* [*Free Regsitration Required]|
What might multi-literacy look like? What can teachers do? Leave a Reply x Enter your comment here Notify me of new comments via email. If a teacher tries to teach a discourse without acknowledging the primary, the student may feel alienated and resist learning. To substantiate her objections with the first delpif, Delpit includes stories of individuals that demonstrate that literate discourse can be acquired in the classroom setting.
Lisa Delpit, “The Politics of Teaching Literate Discourse” – Scrapbooked Inquiries
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.
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.
I believe that with the power of a teacher who cares a student can accomplish more than they possibly could before. Delpit finds neither to be true if we are willing to reach both outside the ddlpit discourse and within it when searching for examples of how learning the dominant discourse can liberate and effect change as well as how multiple discourses can be used without major conflict. When the teacher cares then so does the student. 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 not limited by their primary discourse and that they could learn to operate and be accepted into a more socially powerful dominant discourse.
Deplit proves Gee wrong in this area by the information she uses. Newer Post Older Post Home. Sandy Brusin October 26, at 1: By continuing to use this website, you agree to their use.
Teachers played an important role in, not only teaching students the dominant discourse, but also helping students believe that they could overcome the obstacles of their immediate surroundings. You are commenting using your WordPress.
Please log in using one of these methods to post your comment: Create a free website or blog at WordPress. Notify me of new comments via email. Second, the teacher must recognize that there will be conflicts between the dominant discourse and the primary discourse, especially because they are not literzte similar social status. As they learned the dominant discourse, these students literzte able to acquire additional voices with which to speak.
For Delpit, the ability to transform discourse from within it is key, which means access to literatte discourse must be made or provided and then the discourse can be changed. You are commenting using your WordPress. I guess it has always been something central to my life but nothing I ever paid attention to.
“The Politics of Teaching Literate Discourse” – Delpit (Comment)
Search all titles Search all collections. When someone believes in you it makes the world of a difference. I just don’t think it’s a fair assumption that Gee doesn’t care about students’ learning. I thought that Delpit did an excellent job of breaking down a difficult subject and coming up with a solution that viable and realistic. Delppit are commenting using your Facebook account. You are commenting using your Facebook account.
I think that queer literacy is the kind off second literacy that fits in the way Delpit discusses in many ways. Just how do those students Delpit cites develop mastery of the dominant, mainstream discourse? You are commenting using your Twitter account.
Email required Address never made public. Leave a Reply Cancel reply Enter your comment here 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.
Delpit takes the analysis deeper to show how these exceptions came to be and how they might be duplicated in the future. 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.
Language and Linguistics in Context. Many of her stories illustrate African Americans who were able to transcend the circumstances that they were born into through their acquisition of the dominant discourse. This article helps to demonstrate how a highly motivated and passionate teacher can change the life of their students. Gee states that dominant discourses could not be learned and were almost solely acquired through enculturation into that dominant discourse.
Why do we assume that there is only one discourse of school, especially in light of the work that scholars do? About Me Michelle Morici View my complete profile.