LISA DELPIT THE POLITICS OF TEACHING LITERATE DISCOURSE PDF

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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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. Sandy Brusin Teachin 26, at 1: Gee also states that primary discourses are or related to dominant discourses of similar status in our society, and that consequently, those born to a lower status primary discourse will not be able to gain a socially dominant discourse.

Language and Linguistics in Context. I just don’t think it’s a fair assumption that Gee doesn’t care about students’ learning. For Delpit, the ability to transform discourse from within it is key, which means access to the discourse must be made or dlpit and then the discourse can be changed.

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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. Gee states politlcs dominant discourses could not be learned and were almost solely acquired through enculturation into that dominant discourse.

Create a free website or blog at WordPress. 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.

When a teacher cares it makes all the difference in a students work.

Reading Response, The Politics of Teaching Literate Discourse by Lisa Deplit | Theories of Literacy

Just how do those students Delpit cites develop mastery of the dominant, mainstream discourse? Gee just doesn’t think that students can master a secondary discourse in the traditional classroom — and I’m not litfrate sure that if we didn’t look closely at the examples that Delpit offers of students who did learn a secondary discoure in school, we wouldn’t see that these students didn’t just learn in the classroom, but also through what Gee calls “acquisition.

I think that Deplit has a strong point here. Email required Address never made public. You are commenting using your Twitter account. First Published 16 September Post was not sent – check your email addresses! You are commenting using your Facebook account.

Newer Post Older Post Home. Strategies of Academic Discourse. You are commenting using your Twitter account. Deplit proves Gee wrong in this area by the information she uses. As they teachnig the dominant discourse, these students were able to acquire additional voices with which to speak.

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Politicss recognizing these conflicts, a teacher can incorporate a curriculum that helps students learn how these conflicts came to be literaet how their primary discourse relates to them.

By continuing to use this website, you agree to their use. 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. I think that queer literacy is the kind of second literacy that fits in the way Delpit discusses in many ways.

I thought that Delpit did an excellent job of breaking down a difficult subject and coming up with a solution that viable and realistic.

Email required Address never made public. It is this belief and passion that is present in every example. Delpit takes the analysis deeper to show how these exceptions came to be and how they might be duplicated in the future.

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. When the teacher cares then so does the student. That seems to negate the work scholars are claiming can be done. 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 teacching social status.

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. Delpit finds neither to be true if we are willing to reach thee outside the dominant 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.

Theories of Literacy

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.

Why do we assume that there is only one discourse of school, especially in light of the work that scholars do? You are commenting using your Facebook account. Please etaching in using one of these methods to post your comment: This site uses cookies.

Leave a Reply Cancel reply Enter your comment here What can teachers do? Fill in your details below or click an icon to log in: I guess it has always been something central to my life but nothing I ever paid attention to.

One politicw her examples if Mike Rose. To find out more, including how to control cookies, see here: But after reading both these essay I believe it will be something that I will always be aware from now on.

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