The Silenced Dialogue : Power and Pedagogy in Educating Other People’s Children
01 Sep 1988-Harvard Educational Review (Harvard Education Publishing Group)-Vol. 58, Iss: 3, pp 280-299
TL;DR: The authors used the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular.
Abstract: Lisa Delpit uses the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular. She analyzes five complex rules of power that explicitly and implicitly influence the debate over meeting the educational needs of Black and poor students on all levels. Delpit concludes that teachers must teach all students the explicit and implicit rules of power as a first step toward a more just society. This article is an edited version of a speech presented at the Ninth Annual Ethnography in Education Research Forum, University of Pennsylvania, Philadelphia, Pennsylvania, February 5-6, 1988.
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TL;DR: In this article, the authors map critical race theory (CRT) scholarship in education over the past decade and draw this map with respect to larger conceptual categories of the scholarship on CRT, primarily focusing on the ideas applied from CRT in legal studies.
Abstract: The goal of this chapter goal is to map critical race theory (CRT) scholarship in education over the past decade and draw this map with respect to larger conceptual categories of the scholarship on CRT, primarily focusing on the ideas applied from CRT in legal studies. The chapter focuses primarily on the past 10 years and creates "spatial" markers based on the view of significant features in the literature. Some of these markers are whiteness as property, counternarrative, and interest convergence. Others are newly-represented such as microaggressions, intersectionality, and research methods. From the perspective of far too many students of color in schools, we are STILL not saved. While the chapter outlines several recommendations for CRT scholarship to move forward, perhaps the most important recommendation is to collectively seek to ensure that CRT becomes more than an intellectual movement.
3,942 citations
TL;DR: Critical race theory (CRT) as discussed by the authors is a counter-legal scholarship to the positivist and liberal legal discourse of civil rights, arguing against the slow pace of racial reform in the United States.
Abstract: Critical race theory (CRT) first emerged as a counterlegal scholarship to the positivistand liberal legal discourse of civil rights. This scholarly tradition argues against the slow pace of racial reform in the United States. Critical race theory begins with the notion that racism is normal in American society. It departs from mainstream legal scholarship by sometimes employing storytelling. It critiques liberalism and argues that Whites have been the primary beneficiaries of civil rights legislation.Since schooling in the USA purports to prepare citizens, CRT looks at how citizenship and race might interact. Critical race theory's usefulness in understanding education inequity is in its infancy. It requires a critique of some of the civil rights era's most cherished legal victories and educationalreform movements, such as multiculturalism. The paper concludes with words of caution about the use of CRT in education without a more thorough analysis of the legal literature upon which it is based.
2,995 citations
Cites background from "The Silenced Dialogue : Power and P..."
...Delpit (1988) argues one of the tragedies of the ® eld of education is how the dialogue of people of color has been silenced....
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1,549 citations
TL;DR: A review of teacher education research on the relationship between teacher beliefs and practices can be found in this article, where a discussion of teacher cognition under which teacher beliefs/theories are subsumed.
Abstract: Summary During the past 15 years or so, teacher education research has made significant strides in studying the complex relationships between teacher beliefs and practices. This new line of research has generated important findings that are of practical implications for teacher education. This article reviews this small body of research and, in so doing, elucidates the two competing theses (i.e. ‘consistency’ vs ‘inconsistency') that are recurring in the literature on the relationships between teacher beliefs and practices. It begins with an overview of traditional research on teaching in general, followed by a discussion of teacher cognition under which teacher beliefs/theories are subsumed. After introducing the notion of ‘the Missing Paradigm’ in the mainstream teacher education research, the article examines the theoretical frameworks underlying teacher beliefs and practices research. Next it provides a synthesis of recent research on teacher beliefs and practices, addressing critical issues germane t...
1,526 citations
1,128 citations
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Book•
01 Jan 1979
TL;DR: The third edition of the Third Edition of as discussed by the authors is dedicated to the 25th anniversary of the September 11th attacks on the United States and includes a discussion of the hidden curriculum and the nature of conflict.
Abstract: Preface to the 25th Anniversary Third Edition Preface to the Second Edition 1. On Analyzing Hegemony 2. Ideology and Cultural and Economic Reproduction 3. Economics and Control in Everyday School Life (with Nancy King) 4. Curricular History and Social Control (with Barry Franklin) 5. The Hidden Curriculum and the Nature of Conflict 6. Systems Management and the Ideology of Control 7. Commonsense Categories and the Politics of Labeling 8. Beyond Ideological Reproduction 9. Pedagogy, Patriotism, and Democracy: Ideology and Education after September 11 10. On Analyzing New Hegemonic Relations: An Interview
2,387 citations
Book•
01 Jan 1975
TL;DR: In this paper, the authors present the series Studies in the Learning Sciences (Paris, O.C.E.D., 1975), which is a collection of studies in the learning sciences.
Abstract: ∗ This article is reproduced by kind permission of the author and O.E.C.D. (Paris) who are publishing the material in the series Studies in the Learning Sciences (Paris, O.E.C.D., 1975).
425 citations
"The Silenced Dialogue : Power and P..." refers background in this paper
...4 Bernstein (1975) makes a similar point when he proposes that different educational frames cannot be successfully institutionalized in the lower levels of education until there are fundamental changes at the post-secondary levels....
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Journal Article•
TL;DR: In this article, the authors describe the estrangement many minority teachers feel from the progressive movement and advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.
Abstract: In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of the process-oriented approach to writing, she describes the estrangement many minority teachers feel from the progressive movement. Her conclusions advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.
328 citations
TL;DR: In this paper, the authors describe the estrangement many minority teachers feel from the progressive movement and advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.
Abstract: In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of the process-oriented approach to writing, she describes the estrangement many minority teachers feel from the progressive movement. Her conclusions advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.
264 citations
"The Silenced Dialogue : Power and P..." refers background in this paper
...I have collected these statements since completing a recently published article (Delpit, 1986)....
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...Thus, I will attempt to ad dress the concerns raised by White and Black respondents to my article "Skills and Other Dilemmas" (Delpit, 1986)....
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...She had given these stu dents my "Skills and Other Dilemmas" article (Delpit, 1986) to read and discuss, and wrote that her students really understood and identified with what I was say ing....
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