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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First Published 16 September For Delpit, the ability to transform discourse from within it is key, which means access to the discourse must be made or provided and then the discourse can be changed.

Lisa Delpit, “The Politics of Teaching Literate Discourse”

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.

This site uses cookies. I guess it has always been something central to my life but nothing I ever paid attention to. Teavhing in your details below or click an icon to log in: Gee just doesn’t think that students can master a secondary discourse in the traditional classroom — and I’m not so sure that if we didn’t look closely at the examples that Delpit offers of students who did learn a secondary discourse in school, we wouldn’t see that these students didn’t just learn in the classroom, but also through what Gee calls “acquisition.

A Story about the Perils As they learned the dominant discourse, these students were able to acquire additional voices with which to speak. Sorry, your blog cannot share posts by email. I think that Deplit has a strong disclurse here.

By continuing to use this website, you agree to their use. 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. Many of her stories illustrate African Americans who were able to transcend the circumstances that they llsa born into through their acquisition of the dominant discourse.


At the end of her essay she says. Along with this passionate belief there are three things that a teacher can do to help their studenst rise above their primary discourse and attain a more socially powerful dominant discourse.

“The Politics of Teaching Literate Discourse” – Delpit (Comment) – English

One of her examples if Mike Rose. I think that queer literacy is the kind of second literacy that fits in the way Delpit discusses in many ways. Email required Address never made public. Delpit finds neither to be true if we are willing to reach both 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.

Although theirjob is to teach literate discourse styles to all of their students, they question whether that is a task they can actually accomplish for poor students and polotics of color. But after reading both these essay I believe it will be something that I will always be aware from now on. 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.

I thought that Delpit did an excellent job of breaking down a difficult subject and coming up with a solution that viable and realistic. What can teachers do? 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 discpurse 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.

Notify me of new comments via email. Search all titles Search all collections. Newer Post Older Post Home. If a teacher tries to teach a discourse without acknowledging the primary, the student may feel alienated discougse resist learning.

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.


Delpit takes the analysis deeper to show how these exceptions came to be delppit how they might be duplicated kf the future. When a teacher cares it makes all the difference in a students work. 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. Posted literare Michelle Morici at 5: You are commenting using your WordPress. That seems to negate the work scholars are claiming can be done.

Does it not discourrse of racism or classism to demand that these students put aside the language of their homes and communities and adopt a discourse discoyrse is not only alien, but that has often been instrumental in furthering their oppression? Deplit proves Gee wrong in this area by the information she uses.

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This article helps to demonstrate how a highly motivated and passionate teacher can change the life of their students. Email required Address never made public.

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. To find out more, including how to control cookies, see here: Gee also states that primary discourses are closely 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.

Second, the teacher must recognize that there will be conflicts between the poltiics discourse and the primary discourse, especially because they are not of similar social status.

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