Blog #4 The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children

 The Silenced Dialogue: Power and Pedagogy in

Educating Other People's Children - Lisa Delpit

I first read this article in 2013- I was an undergraduate student working part-time at a private preschool in North Providence, RI. I had minimal experience teaching "other people's children" at this time. This article was so profound and eye-opening that I still recall reading it for the first time 11 years ago. I remember sharing my blog post on my personal Facebook page. I remember getting uncomfortable feedback from family members who had/have different perspectives on matters of race, class, and injustices in the United States. When I saw this article on the syllabus for this course, I was excited to see and notice how my reaction, reading, and analysis were changed by my age, experiences, and life circumstances. 

Talking point #1: Delpit begins the article by giving examples of discussions with teachers. Teachers expressed a feeling of "not being heard". White people of power would often "nod and listen" but they weren't really hearing. Delpit refers to these people of power as those who are figuratively wearing "blinders and earplugs". Although I possess many facets of privilege in my own life, I can speak to this feeling of people in power listening (or pretending to) but not actually hearing me. I resonate with the teacher who states she learned to "stop talking". You are left to feel powerless, voiceless, and defeated. 

Delpit discusses this along with a solution that includes disrupting the narrative. Delpit goes further to describe "the culture of power". There are five aspects of power that she describes:

1) Issues of power are enacted in classrooms.

2) There are codes or rules for participating in power, that is, there is a "culture of power"

3) The rules of the culture of power are a reflection of the rules of the culture of those who have power

4) If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier. 

5) Those with power are frequently least aware of - or at least willing to acknowledge - its existence. Those with less power are often most aware of its existence.

 

Talking point #2: As I was reading about each aspect of the culture of power I began to think about my own experience as a student. My father completed high school, but my mother only completed school to sixth grade.  Growing up, I knew that education would be the key to building a better future for myself and for achieving my goals. I was determined to do well in school and to push myself beyond high school, through college, and onto a graduate degree. Studying, completing assignments, and achieving good grades become easier over time. Once I was accepted and enrolled in college, I learned that there was an unspoken culture that I did not assimilate to. I felt like everyone around me knew something that I did not know. I had to complete my applications, FAFSA, and enroll in courses based off of my own learning and research. I went to classes and finished work, but I remained silent. I was afraid that what I had to say, or share would not be valued. I had serious imposter syndrome. Around my third year of college, I began exploring graduate programs. In reviewing admissions criteria, I was shocked to learn that I needed letters of recommendation from my professors. I did not speak up often in class and although I got good grades, I did not form meaningful relationships with my professors. I also was shocked that the applications asked for club or organization affiliations. I had worked two jobs while maintaining a full-time course load for each year I attended college. I did not participate in organizations because I did not know of this impact. My dreams felt thwarted. In reading this article by Lisa Delpit, I have learned that my feelings were the direct result of not being "told, explicitly, the rules of the culture" and that I was not equipped to participate in that culture. Of course, I worked through these obstacles and am almost done with my graduate program. As a first-generation college graduate, I now have confidence in this "culture of power". I use my position in Early Childhood to share this culture with the teachers who work within my program. I help them register, apply, and create plans of study. I write their recommendation letters and advocate for them as I wish had been done for me when I was in their shoes. 

Talking point #3: There are a few terms or phrases used in this article and in the Johnson article from week 1. These phrases include terms like "being told, explicitly"/ "using the words"/: and "being comfortable with the uncomfortable". When we think about teaching and educating, especially with young children we must remember to be explicit. Delpit rephrases this in the article and equates it to "direct instruction" in literacy. This idea of "direct instruction" is important in all areas of learning in development. If we want our learners or children to do something, use the exact words to give each child the tools to, at minimum, know what it is that we expect of them. Often times we as teachers or as parents fall into patterns of using phrases like "We shouldn't be running." or "Is that what you're supposed to be doing?". Rather, we should be direct and say, "We walk in the house" or "Right now we are reading our lesson". When we use direct instruction, we are giving our students or children the power to know what is expected of them. Often times children are given unclear expectations and then are punished for not meeting them. The same can be said for teaching the codes of power - we owe it to children to equip them with the tools to thrive and reach their full potential. We must be direct, use the words, inform them, and empower them. 

Lisa Delpit argues that the culture of power must be recognized and understood by those both with and without power. She argues that children must be given the tools to embrace their own culture but also learn the tools for success and joining the culture of power. We must celebrate our own diversities and value the characteristics that make each of us unique. 

I love this quote from the final page of the article:

"We must learn to be vulnerable enough to allow our world to turn upside down in order to allow the realities of others to edge themselves into our consciousness."