Acquisition of Literate Discourse: Bowing Before the Master? I really enjoyed reading this piece. At first, I was not sure about it but as I read on I really was drawn into it. There were many quotes that I found extremely interesting. To begin with, “It makes it clear that standardized test scores have little to say about one’s actual ability.” This was stated while the author was talking about Marge in the beginning of the article. I have heard about so many teachers who stress over test scores and worry about preparing their students. I think that teachers then put that same amount of stress on their students. This is stress that should not occur. I believe that there are many different factors that need to be taken into account when reading test scores. For example, there are many students who get nervous and freeze up during tests but when they are asked questions in person they do just fine. Someone who does this will most likely have low test scores however; it does not mean that they do not know the material. Therefore, I found it really great that this article outlined this point about standardized tests. I also found the point made by Gee to be very interesting, he states, “people who have not been born into dominant Discourses will find it exceedingly difficult, if not impossible, to acquire such a discourse.” I can see this point and agree with it but I can also disagree with it. I think that people who are born into higher class or successful families can have a much easier time when it comes to a lot of things. I think that finances can be such a huge burden and being able to afford things can make everything that much easier. However, I do not think that just because someone is born into a less dominant discourse that they will not be able to become successful in their life or studies. I think that everyone has the opportunity to succeed no matter what. I think that if you put your mind to something then anything is possible. So, I can see this point however, I do not think that it is impossible to acquire a dominant discourse if you are born into a less dominant one. Overall, I found that this article brought up some very interesting and enlightening points. I think that as teachers we need to be willing and able to help our students be the best they can be no matter what.
Acquisition of Literate Discourse: Bowing Before the Master- This was an AMAZING article, I was really amazed at the amount of information that was presented in it. When I first began reading it, I was a little unsure about the direction it would take. But as I got further along something hit me and I knew exactly where it was going. Being an African American and growing up in not so good of a neighborhood, I could most definitely relate to some of the things in the article. I always attended a predominately black school up until college. I even went to what people called choice schools. I don’t recall my teachers pushing me or any of my classmates until high school. In fact, I never realized the difference between myself and others until I reached high school because there I received a reality check. This quote really stood out to me “You must do twice as well as White people to be considered half as good”. I had always heard this but I never noticed it but I always felt that if I pushed myself I could achieve anything; I still believe that today. I think I never thought about things in such a Black and White manner because of the time that we live in today. More and more African Americans are graduating and succeeding. I think that there are many teachers dedicated to making sure all children succeed no matter what color they are. The article talks about being able to adapt to different situations being able to find not only the voice within but also other voices Yes, it is very important to be in touch with ourselves and our culture but I also think it limits us when we do that. I think to myself, How can anyone learn and succeed if they stay stuck in one state of mind? I think that if we explore and educate ourselves outside the box then we can learn a lot past our own culture. I think that we as future educators need to push that especially when working with students in poor neighborhoods. Right now I work with African American children growing up in a poor area and after reading this I thought about them. How can I help them or make them realize that there is more in this world than what they see? These children only think and know what is around them and that is guns, drugs, violence and many other things. They think that it is cool to walk around and not do their work because no one else is doing it. How can I change that? I think this is something I will have to think about more. I think that this article really help show me the way and think about some things that I could do.
To Say the Name Is to Begin the Story- I really enjoyed this article because it shares a great teaching tip and incorporates more than one subject. It is sometimes hard to remember names of people when starting another school year but this exercise changes all that. Not only is it a great Language Arts lesson but a History one as well. Students get the opportunity to express themselves about their names and give a little history. Students get to express not only the history of their names but also their thoughts and feelings about their name. But before all this is done, a little information is shared with the class about history of the world; I think that is genius. Students get history about everything with this. This article introduced a learning experience that is beyond the classroom, it is for everyone. While reading this, I have so many thoughts and ideas running through my head. The one thought or question I should say is, How can I expand upon this lesson? What can I do differently about this? The only answer I have to this right now is to just think about it some more. This overall article is a great icebreaker to the beginning of the school year because not only is it fun but informative as well.
We talk all day about authentic assessment and how it is much more powerful. To the point that standardized test dont show it all, this is SO RIGHT. What good is it to put pressure and stress on students when they may not even remember anything they "learned" a year from now. I think it is all a big stress more so on teachers to have them, and the school, monitor how their kids are learning. A BETTER standarized test would be for representatives to come in the classroom and observe the lessons and authentic peices on hands. That is how kids learn. Not by friverously cramming for a test everyone takes. We wont even get into the fact that these tests are designed the same, aka standarized, when we know that not all kids in a single classroom are on the same reading/ math/writing etc, level. Whats the point? As far as economic status etc, we shouldnt even consider this. Every student, every day. Thats why we teach. As a part of my work too, we care about diversity and inclusion. This means we are accepting of all and everyone has something different to bring to the table. We need to differenciate our methods and be there for every student. Harder or easier time? Maybe, with resources... But it shouldnt change their experience!
“Acquisition of Literate Discourse: Bowing Before the Master?” was quite thought provoking for me personally. I became enthralled in each perspective presented on Discourse and it took some time to resolve the conflict I felt on this issue. Of course, I want children and adults for that matter, to retain their own voice and identity, but as an educator I can see how some may feel those of lower Discourse have not reached their highest potential. This has to do with who sets those standards, but I think this is true of everything in life. I also have high expectations for every child I work with and I think it is important for every educator to believe in high expectations for the children they work with. Race, color, and socio-economic status are irrelevant in regards to expectations. Every child needs to have someone that believes in their ability to learn and achieve and deserves to have a teacher to hold them to these high standards. I was inspired by Clarence Cunningham, his classmates from his elementary class during the 1930s, and Bill Trent from Richmond, Virginia during the 1940s and 1950s. Their successes, which were against the odds, were due to the differences not only their teachers made, but also the effort and drive the students somehow put forth. The article addresses the important roles their teachers played in presenting and allowing them to learn the different parts of dominant Discourse. After thinking about it, I realized all the effort in the world on the part of the teachers would have been meaningless without the motivation of the students. I believe that when these teachers required the students to “speak and write eloquently, maintain neatness,”etc., as indicated in the article, they had high expectations for their students. They also made their students aware of these expectations and followed through. All of this required a great deal of time and effort on everyone’s part. This commitment is imperative for success. The “big picture” of the article addresses dominant discourse, but my mind keeps hearing the expectations that I feel played an important role also. I can relate to the high expectations aspect in my own life. My parents always expected my sister and I would complete college. I recently learned that they never completed high school. They had to get jobs to help support their families. My sister did not have the drive and never finished, but now expects her seven children to all get college degrees. The first two have already met the challenge, the oldest is a lawyer. The youngest is still in elementary school and the ones in between are all going to Ohio State. It is this same kind of expectation and drive that plays an important role in whether children choose to make the changes necessary to accomplish higher level long term goals, whether in regards to dominant Discourse or anything else in life.
I agree with the thought that one needs access to dominant Discourses in order to gain access to economic power. Additionally, I agree that one does not have to give up one’s identity to function in dominant Discourse. It is the identity issue that caused the most thought in my mind. Their Discourse is part of who they are and I have always felt people should be respected for who they are. I believe the way to resolve most of the conflict of my thoughts is suggested within the article. It points out that students do not have to eliminate their own home language, but can add other voices and Discourses to their lives. This way they are not turning their backs on the home background and culture, but are growing and gaining new skills while maintaining their heritage. I think this is something anyone can relate to, no matter what Discourse we are born into.
This article reminded me also of how standardized tests do not evaluate as relevantly as other methods. We try to differentiate education of the child, but when it comes to standardized tests there is no differentiation because they would no longer be standardized. This article builds a good case for why it is so important to look at the whole person and their abilities, not just a single test score.
The Acquisition of Literate Discourse: Bowing before the master? This article should be called patience is a virtue. The article basically talks about how students in general can be pushed to their maximum potential based on how far an education is willing to push. From the start of the article it talks about a student named Marge and her instructor Susan and their trial of making Marge in to an academic fighting machine. The meat of this article lies in African American students not doing as well in school and achieving their goal with the patience of their educators. The story about a boy named Clarence Cunningham, who grew up to be a vice chancellor. His success was not just based off of him; he was able to look back at a class photo and is able to speak about how well so many of his classmates are doing. Almost everyone was doing well or went to college. Its amazing how he had a successful classroom in the mid 1900 where as today we have studies done on drop out rate, and less people wanting to further their education. To me the difference in instruction from back the to the present is that teachers knew what was needed for heir students to get ahead, they knew what they as educators had to do to accomplish their role as a teacher and that is to give every student the opportunity to be their best with. I like the part where the teachers told the students that they had to be better and work harder than everyone else; I think our generation lost sight of that. I’ll admit the title The Acquisition of Literate Discourse: Bowing before the master? Threw me off balance a little bit, it took me two good reads to grasp the bowing before the master part. But I think its suppose to mean to not let your students stay at that crippled slave like state. Slaves were not allowed to be educated because it was considered a waste of time. Don’t bow to the master means to break out of the way of thinking knowing that all students have the capability to teach we as educators have the patience to teach.
To Say the Name Is to Begin the Story is an amazing way to learn names and about students. Names are an important part of who we are and this strategy would be useful for me as a guest teacher. It would help me to get to know more about the students as individuals, not just as classes. The connections used would help students also realize the importance of names. My mother once told me that she thought about naming me Priscilla and I often wonder if my life would have been any different. Mary's poem was cute, yet meaningful. These traits help the reader remember her name and learn about Mary, which I believe would be a great reason to do this lesson. I like the way they start, but not finish their poems the first day so they can check on their name's history. The whole idea of this is so relevant that I can't wait to try it.
Acquisition of Literate Discourse: Bowing Before the Master? By Lisa D. Delpit is a thought provoking article. To begin with I wasn’t really sure what “Literate Discourse” meant. When I think of the word literate, I think of the ability to read and the word discourse I think of something that is off course. But as I read the article by thought was obviously wrong, so I looked it up. Discourse is defined by the Meriian Webster online dictionary as “the capacity of orderly thought or procedure, verbal interchange of ideas”. I had to read the definition several times and then read several sentences before it made sense to me. After I understand what discourse means I was able to read the brief article differently! The articles goes into how teachers and students adapt to different situations and finding yourself amongst the busy world around us. I believe that it is impossible for anyone to change when they are thinking only one way constantly, people must think outside the box.
Another point I think is very important is what we can do as teachers. Like Mr. Ford said on the beginning of the semester, we must get to know our students and build a relationship with them. To build the relationship you must know what happens out of school because knowing what happens and how students live out of school we are able to understand the reasons behind reactions.
This article and my classmates’ comments are thought-provoking on so many levels. I firmly concur with Lisa D. Delpit’s position that acquiring skills in the dominant discourse is not a rejection of one’s primary mode of discourse, but that it empowers disadvantaged students to navigate different worlds using the different voices they have acquired. Delpit gives many examples of how acquiring the “superficial features” and the more “subtle aspects” of the dominant discourse enabled students in poor communities to achieve at the highest levels of American business and education. Moreover, once in these prestigious positions, the formerly disenfranchised can leverage their skills in the dominant discourse to work for social justice, as the people the author lists did (Frederick Douglass, Ida Mae Wells, etc.). Look at the amazing work of Henry Louis Gates; would he be given the opportunity to produce television shows on his major areas of academic study if he were not an esteemed professor at an Ivy League school? Acquiring skills in the dominant discourse does not have to equal a loss of one’s identity. Is there anyone who does not speak differently to their family members than they do to their co-workers? Do you speak differently to your friends than you do to your grandmother? We all use different voices in different cultural situations; we read the signals (usually without awareness of it) and speak and act accordingly. Yes, some of the modes of discourse are older and more authentic, but sometimes the ones acquired later in life are vital to developing relationships with people from different backgrounds, having new life experiences, and to succeeding in your work. Just get a group of teachers together and you start to hear about NCLB, AYP, SRI, QRI, IEP, 504, etc. There are lots of people who don’t know what we’re talking about! I think the most compelling aspect of this article is Delpit’s focus on the role of the teacher in all this. The students who achieved despite their impoverished circumstances had teachers who wouldn’t quit on them. It takes perseverance and patience to teach the sometimes tedious, arbitrary rules of the English language so that all students can be successful in their future academic writing and speaking, and in their eventual jobs. As Delpit explains, this can be done while still acknowledging and validating students’ home languages. We probably do a lot of our best thinking in our home languages, and so to deny their importance would be the same as denying someone’s thoughts and ideas. Seeing how writers from one’s own culture have taken the “language born in Europe” and made it their own, for their own purposes, helps students to see they are, as Delpit writes, “its rightful heirs.” Everyone can learn to operate using the dominant discourse, with the help of caring, dedicated teachers, and doing so does not equate with “bowing before the master,” but rather, it works against an old system of exclusion and privilege.
Acquisition to Literate Discourse: Bowing Before the Master?
Some teachers believing that they should not teach students or give them the literacy tools to rise above their “discourse”. This discourse being or meaning their social status or class. My initial reaction was how ridiculous, but after thinking about it, unfortunately for some it is true. How, in 2011 did we get here? Isn't the purpose, mission of a teacher, and educator to make their students better, to rise above? I was relieved as I read on to know that Ms. Delpit did not agree, that she took the time to give example after example of those, who through a good education, have risen above. We as educators in urban America must give our students EVERY possible tool to be successful. They must speak and read “the masters” english. I am not suggesting that students should turn their backs on their values and beliefs, their family cultures. I am suggesting that they learn how to code switch. Code switching in very simple terms is communicating in language suited for a particular situation. It is almost like being bi-lingual. There is a certain “speak” that we use for various situations like, at home, out with friends, at church etc, each one has it's place. However, as we are very much a global society, and that society speaks the “masters english”, we need to learn how, when and where to speak it. I think as educators that our purpose, our mission is to give students the tools to rise above, if that means teaching them the “masters english”, then we need to teach that and teach them to code switch along with it. Again, in 2011 in the United States, we should not even have to entertain such a thought. It saddens me that some unfortunately not only think it, but act on it as well.
Cntd. That said.......there are several things which I feel were very accurate in Delpit's article: standardized tests are unfair and misleading, students need to have more than one voice, and if students are to succeed in obtaining the dominant discourse all the while maintaining their usual discourse teachers HAVE TO CARE. This is achievable and like Gee says, difficult, but most things worth achieving are not easy. There are several keys in my opinion which an educator needs to consider when teaching students dominant discourse: First as Delpit states students must learn of those who came before and utilized dominant discourse not to disconnect themselves from their own race or culture but in most instances to either help their race or themselves to succeed. Second students must be taught dominant discourse in a meaningful and relevant way. If students are told simply to dot their t's and cross their i's and everything will be okay that student will most likely demonstrate that he or she has the attention span of a fruit fly. Students should first see (modeling, videos, guest speakers, etc.) what the dominant discourse is like and why they need it (not all the time but sometimes). Also students should see the dominant discourse used in stories relevant to their lives and used by readers and writers who share their backgrounds, family situations, and race. Finally and most important to me is that students should know that their culture, lingo, and way of life is understood and appreciated and not merely dismissed for being different. If students engage in meaningful, relevant tasks, which are conducted in a community of learners, NOT just at school, learning the dominant discourse would not be viewed as such a challenge but instead "just the way it is."
Acquisition of Literate Discourse: Bowing Before the Master?
ReplyDeleteI really enjoyed reading this piece. At first, I was not sure about it but as I read on I really was drawn into it. There were many quotes that I found extremely interesting. To begin with, “It makes it clear that standardized test scores have little to say about one’s actual ability.” This was stated while the author was talking about Marge in the beginning of the article. I have heard about so many teachers who stress over test scores and worry about preparing their students. I think that teachers then put that same amount of stress on their students. This is stress that should not occur. I believe that there are many different factors that need to be taken into account when reading test scores. For example, there are many students who get nervous and freeze up during tests but when they are asked questions in person they do just fine. Someone who does this will most likely have low test scores however; it does not mean that they do not know the material. Therefore, I found it really great that this article outlined this point about standardized tests. I also found the point made by Gee to be very interesting, he states, “people who have not been born into dominant Discourses will find it exceedingly difficult, if not impossible, to acquire such a discourse.” I can see this point and agree with it but I can also disagree with it. I think that people who are born into higher class or successful families can have a much easier time when it comes to a lot of things. I think that finances can be such a huge burden and being able to afford things can make everything that much easier. However, I do not think that just because someone is born into a less dominant discourse that they will not be able to become successful in their life or studies. I think that everyone has the opportunity to succeed no matter what. I think that if you put your mind to something then anything is possible. So, I can see this point however, I do not think that it is impossible to acquire a dominant discourse if you are born into a less dominant one. Overall, I found that this article brought up some very interesting and enlightening points. I think that as teachers we need to be willing and able to help our students be the best they can be no matter what.
Acquisition of Literate Discourse: Bowing Before the Master- This was an AMAZING article, I was really amazed at the amount of information that was presented in it. When I first began reading it, I was a little unsure about the direction it would take. But as I got further along something hit me and I knew exactly where it was going. Being an African American and growing up in not so good of a neighborhood, I could most definitely relate to some of the things in the article. I always attended a predominately black school up until college. I even went to what people called choice schools. I don’t recall my teachers pushing me or any of my classmates until high school. In fact, I never realized the difference between myself and others until I reached high school because there I received a reality check. This quote really stood out to me “You must do twice as well as White people to be considered half as good”. I had always heard this but I never noticed it but I always felt that if I pushed myself I could achieve anything; I still believe that today. I think I never thought about things in such a Black and White manner because of the time that we live in today. More and more African Americans are graduating and succeeding. I think that there are many teachers dedicated to making sure all children succeed no matter what color they are.
ReplyDeleteThe article talks about being able to adapt to different situations being able to find not only the voice within but also other voices Yes, it is very important to be in touch with ourselves and our culture but I also think it limits us when we do that. I think to myself, How can anyone learn and succeed if they stay stuck in one state of mind? I think that if we explore and educate ourselves outside the box then we can learn a lot past our own culture. I think that we as future educators need to push that especially when working with students in poor neighborhoods.
Right now I work with African American children growing up in a poor area and after reading this I thought about them. How can I help them or make them realize that there is more in this world than what they see? These children only think and know what is around them and that is guns, drugs, violence and many other things. They think that it is cool to walk around and not do their work because no one else is doing it. How can I change that? I think this is something I will have to think about more. I think that this article really help show me the way and think about some things that I could do.
To Say the Name Is to Begin the Story- I really enjoyed this article because it shares a great teaching tip and incorporates more than one subject. It is sometimes hard to remember names of people when starting another school year but this exercise changes all that. Not only is it a great Language Arts lesson but a History one as well. Students get the opportunity to express themselves about their names and give a little history. Students get to express not only the history of their names but also their thoughts and feelings about their name. But before all this is done, a little information is shared with the class about history of the world; I think that is genius. Students get history about everything with this. This article introduced a learning experience that is beyond the classroom, it is for everyone.
ReplyDeleteWhile reading this, I have so many thoughts and ideas running through my head. The one thought or question I should say is, How can I expand upon this lesson? What can I do differently about this? The only answer I have to this right now is to just think about it some more. This overall article is a great icebreaker to the beginning of the school year because not only is it fun but informative as well.
We talk all day about authentic assessment and how it is much more powerful. To the point that standardized test dont show it all, this is SO RIGHT. What good is it to put pressure and stress on students when they may not even remember anything they "learned" a year from now. I think it is all a big stress more so on teachers to have them, and the school, monitor how their kids are learning. A BETTER standarized test would be for representatives to come in the classroom and observe the lessons and authentic peices on hands. That is how kids learn. Not by friverously cramming for a test everyone takes. We wont even get into the fact that these tests are designed the same, aka standarized, when we know that not all kids in a single classroom are on the same reading/ math/writing etc, level. Whats the point?
ReplyDeleteAs far as economic status etc, we shouldnt even consider this. Every student, every day. Thats why we teach. As a part of my work too, we care about diversity and inclusion. This means we are accepting of all and everyone has something different to bring to the table. We need to differenciate our methods and be there for every student. Harder or easier time? Maybe, with resources... But it shouldnt change their experience!
“Acquisition of Literate Discourse: Bowing Before the Master?” was quite thought provoking for me personally. I became enthralled in each perspective presented on Discourse and it took some time to resolve the conflict I felt on this issue. Of course, I want children and adults for that matter, to retain their own voice and identity, but as an educator I can see how some may feel those of lower Discourse have not reached their highest potential. This has to do with who sets those standards, but I think this is true of everything in life. I also have high expectations for every child I work with and I think it is important for every educator to believe in high expectations for the children they work with. Race, color, and socio-economic status are irrelevant in regards to expectations. Every child needs to have someone that believes in their ability to learn and achieve and deserves to have a teacher to hold them to these high standards.
ReplyDeleteI was inspired by Clarence Cunningham, his classmates from his elementary class during the 1930s, and Bill Trent from Richmond, Virginia during the 1940s and 1950s. Their successes, which were against the odds, were due to the differences not only their teachers made, but also the effort and drive the students somehow put forth. The article addresses the important roles their teachers played in presenting and allowing them to learn the different parts of dominant Discourse. After thinking about it, I realized all the effort in the world on the part of the teachers would have been meaningless without the motivation of the students. I believe that when these teachers required the students to “speak and write eloquently, maintain neatness,”etc., as indicated in the article, they had high expectations for their students. They also made their students aware of these expectations and followed through. All of this required a great deal of time and effort on everyone’s part. This commitment is imperative for success. The “big picture” of the article addresses dominant discourse, but my mind keeps hearing the expectations that I feel played an important role also.
I can relate to the high expectations aspect in my own life. My parents always expected my sister and I would complete college. I recently learned that they never completed high school. They had to get jobs to help support their families. My sister did not have the drive and never finished, but now expects her seven children to all get college degrees. The first two have already met the challenge, the oldest is a lawyer. The youngest is still in elementary school and the ones in between are all going to Ohio State. It is this same kind of expectation and drive that plays an important role in whether children choose to make the changes necessary to accomplish higher level long term goals, whether in regards to dominant Discourse or anything else in life.
PART 2...
ReplyDeleteI agree with the thought that one needs access to dominant Discourses in order to gain access to economic power. Additionally, I agree that one does not have to give up one’s identity to function in dominant Discourse. It is the identity issue that caused the most thought in my mind. Their Discourse is part of who they are and I have always felt people should be respected for who they are. I believe the way to resolve most of the conflict of my thoughts is suggested within the article. It points out that students do not have to eliminate their own home language, but can add other voices and Discourses to their lives. This way they are not turning their backs on the home background and culture, but are growing and gaining new skills while maintaining their heritage. I think this is something anyone can relate to, no matter what Discourse we are born into.
This article reminded me also of how standardized tests do not evaluate as relevantly as other methods. We try to differentiate education of the child, but when it comes to standardized tests there is no differentiation because they would no longer be standardized. This article builds a good case for why it is so important to look at the whole person and their abilities, not just a single test score.
ReplyDeleteThe Acquisition of Literate Discourse: Bowing before the master?
ReplyDeleteThis article should be called patience is a virtue. The article basically talks about how students in general can be pushed to their maximum potential based on how far an education is willing to push. From the start of the article it talks about a student named Marge and her instructor Susan and their trial of making Marge in to an academic fighting machine.
The meat of this article lies in African American students not doing as well in school and achieving their goal with the patience of their educators. The story about a boy named Clarence Cunningham, who grew up to be a vice chancellor. His success was not just based off of him; he was able to look back at a class photo and is able to speak about how well so many of his classmates are doing. Almost everyone was doing well or went to college. Its amazing how he had a successful classroom in the mid 1900 where as today we have studies done on drop out rate, and less people wanting to further their education.
To me the difference in instruction from back the to the present is that teachers knew what was needed for heir students to get ahead, they knew what they as educators had to do to accomplish their role as a teacher and that is to give every student the opportunity to be their best with. I like the part where the teachers told the students that they had to be better and work harder than everyone else; I think our generation lost sight of that.
I’ll admit the title The Acquisition of Literate Discourse: Bowing before the master? Threw me off balance a little bit, it took me two good reads to grasp the bowing before the master part. But I think its suppose to mean to not let your students stay at that crippled slave like state. Slaves were not allowed to be educated because it was considered a waste of time. Don’t bow to the master means to break out of the way of thinking knowing that all students have the capability to teach we as educators have the patience to teach.
To Say the Name Is to Begin the Story is an amazing way to learn names and about students. Names are an important part of who we are and this strategy would be useful for me as a guest teacher. It would help me to get to know more about the students as individuals, not just as classes. The connections used would help students also realize the importance of names. My mother once told me that she thought about naming me Priscilla and I often wonder if my life would have been any different. Mary's poem was cute, yet meaningful. These traits help the reader remember her name and learn about Mary, which I believe would be a great reason to do this lesson. I like the way they start, but not finish their poems the first day so they can check on their name's history. The whole idea of this is so relevant that I can't wait to try it.
ReplyDeleteAcquisition of Literate Discourse: Bowing Before the Master? By Lisa D. Delpit is a thought provoking article. To begin with I wasn’t really sure what “Literate Discourse” meant. When I think of the word literate, I think of the ability to read and the word discourse I think of something that is off course. But as I read the article by thought was obviously wrong, so I looked it up. Discourse is defined by the Meriian Webster online dictionary as “the capacity of orderly thought or procedure, verbal interchange of ideas”. I had to read the definition several times and then read several sentences before it made sense to me.
ReplyDeleteAfter I understand what discourse means I was able to read the brief article differently! The articles goes into how teachers and students adapt to different situations and finding yourself amongst the busy world around us.
I believe that it is impossible for anyone to change when they are thinking only one way constantly, people must think outside the box.
Another point I think is very important is what we can do as teachers. Like Mr. Ford said on the beginning of the semester, we must get to know our students and build a relationship with them. To build the relationship you must know what happens out of school because knowing what happens and how students live out of school we are able to understand the reasons behind reactions.
ReplyDeleteThis article and my classmates’ comments are thought-provoking on so many levels. I firmly concur with Lisa D. Delpit’s position that acquiring skills in the dominant discourse is not a rejection of one’s primary mode of discourse, but that it empowers disadvantaged students to navigate different worlds using the different voices they have acquired. Delpit gives many examples of how acquiring the “superficial features” and the more “subtle aspects” of the dominant discourse enabled students in poor communities to achieve at the highest levels of American business and education. Moreover, once in these prestigious positions, the formerly disenfranchised can leverage their skills in the dominant discourse to work for social justice, as the people the author lists did (Frederick Douglass, Ida Mae Wells, etc.). Look at the amazing work of Henry Louis Gates; would he be given the opportunity to produce television shows on his major areas of academic study if he were not an esteemed professor at an Ivy League school?
ReplyDeleteAcquiring skills in the dominant discourse does not have to equal a loss of one’s identity. Is there anyone who does not speak differently to their family members than they do to their co-workers? Do you speak differently to your friends than you do to your grandmother? We all use different voices in different cultural situations; we read the signals (usually without awareness of it) and speak and act accordingly. Yes, some of the modes of discourse are older and more authentic, but sometimes the ones acquired later in life are vital to developing relationships with people from different backgrounds, having new life experiences, and to succeeding in your work. Just get a group of teachers together and you start to hear about NCLB, AYP, SRI, QRI, IEP, 504, etc. There are lots of people who don’t know what we’re talking about!
I think the most compelling aspect of this article is Delpit’s focus on the role of the teacher in all this. The students who achieved despite their impoverished circumstances had teachers who wouldn’t quit on them. It takes perseverance and patience to teach the sometimes tedious, arbitrary rules of the English language so that all students can be successful in their future academic writing and speaking, and in their eventual jobs. As Delpit explains, this can be done while still acknowledging and validating students’ home languages. We probably do a lot of our best thinking in our home languages, and so to deny their importance would be the same as denying someone’s thoughts and ideas. Seeing how writers from one’s own culture have taken the “language born in Europe” and made it their own, for their own purposes, helps students to see they are, as Delpit writes, “its rightful heirs.” Everyone can learn to operate using the dominant discourse, with the help of caring, dedicated teachers, and doing so does not equate with “bowing before the master,” but rather, it works against an old system of exclusion and privilege.
Acquisition to Literate Discourse: Bowing Before the Master?
ReplyDeleteSome teachers believing that they should not teach students or give them the literacy tools to rise above their “discourse”. This discourse being or meaning their social status or class. My initial reaction was how ridiculous, but after thinking about it, unfortunately for some it is true. How, in 2011 did we get here? Isn't the purpose, mission of a teacher, and educator to make their students better, to rise above? I was relieved as I read on to know that Ms. Delpit did not agree, that she took the time to give example after example of those, who through a good education, have risen above.
We as educators in urban America must give our students EVERY possible tool to be successful. They must speak and read “the masters” english. I am not suggesting that students should turn their backs on
their values and beliefs, their family cultures. I am suggesting that they learn how to code switch.
Code switching in very simple terms is communicating in language suited for a particular situation. It is almost like being bi-lingual. There is a certain “speak” that we use for various situations like, at home, out with friends, at church etc, each one has it's place. However, as we are very much a global society, and that society speaks the “masters english”, we need to learn how, when and where to speak it.
I think as educators that our purpose, our mission is to give students the tools to rise above, if that means teaching them the “masters english”, then we need to teach that and teach them to code switch along with it.
Again, in 2011 in the United States, we should not even have to entertain such a thought. It saddens me that some unfortunately not only think it, but act on it as well.
Cntd.
ReplyDeleteThat said.......there are several things which I feel were very accurate in Delpit's article: standardized tests are unfair and misleading, students need to have more than one voice, and if students are to succeed in obtaining the dominant discourse all the while maintaining their usual discourse teachers HAVE TO CARE. This is achievable and like Gee says, difficult, but most things worth achieving are not easy. There are several keys in my opinion which an educator needs to consider when teaching students dominant discourse: First as Delpit states students must learn of those who came before and utilized dominant discourse not to disconnect themselves from their own race or culture but in most instances to either help their race or themselves to succeed. Second students must be taught dominant discourse in a meaningful and relevant way. If students are told simply to dot their t's and cross their i's and everything will be okay that student will most likely demonstrate that he or she has the attention span of a fruit fly. Students should first see (modeling, videos, guest speakers, etc.) what the dominant discourse is like and why they need it (not all the time but sometimes). Also students should see the dominant discourse used in stories relevant to their lives and used by readers and writers who share their backgrounds, family situations, and race. Finally and most important to me is that students should know that their culture, lingo, and way of life is understood and appreciated and not merely dismissed for being different. If students engage in meaningful, relevant tasks, which are conducted in a community of learners, NOT just at school, learning the dominant discourse would not be viewed as such a challenge but instead "just the way it is."