Argument in Other People's Children (21-47)

The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children by Lisa Delpit

Hannah Kennedy | FNED 546 | Link to Article: Other People's Children

The author, Lisa Delpit, argues that the educational system has unwritten norms and rules that create disparities for students from marginalized communities and backgrounds.

Delpit does an amazing job of explaining this idea throughout the chapter The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children, which is found on pages 21-47 in the book Other People's Children. Deplit highlights a few very important points to back up the main idea of this chapter. First, Deplit explains that power is evidently embedded into things we see in the classroom every day, including interactions, communication styles, learning outcomes, and expectations. This reflects Deplits idea that there are specific "codes of power" in academic settings and professional settings that are unwritten norms and rules. Deplet explains that this power reflects the dominant culture's rules (white, middle class), which leaves students of different socioeconomic and racial backgrounds at a huge disadvantage. Secondly, Deplit explains that these marginalized students are also at a huge disadvantage if they are not taught these "codes". Deplet emphasizes the importance of educators teaching their students based on diversity in learning styles, backgrounds, and cultures. What Deplit means by this is she thinks it's important to teach students the "codes of power", but teach them in a way that still allows them to preserve their own cultures and backgrounds. Deplit thinks it's important in order for students in marginalized communities to be successful in the system that exists. Third, Deplet makes the point that people in power are usually unaware that they have this influence on people, even though it is painfully obvious to those without power. She feels that this needs to be changed because all students are different and are successful based on diverse learning styles. If people are unaware of this power dynamic, it will never change. One more important point that Deplit argues in this chapter is that it is ignorant for people in power to think that students can learn based solely on the dominant discourse. It is extremely important for people in power to combine the dominant power structure with other cultures and communities in order for students to be successful. 

Question for the class: Do you believe that it is important for students from marginalized backgrounds to learn the dominant "codes of power"?