#29 "Politics of Teaching..."

Delpit, Lisa. “The Politics of Teaching Literate Discourse.” Freedom’s Plow: Teaching in the

     Multicultural Classroom (2003). Print.

Summary

     In her article, “The Politics of Teaching Literate Discourse,” Lisa Delpit argues against James Paul Gee. As we have already read, Gee believes that people are born into a certain Discourse and that literacy is not just what you say, but how you say something. As Delpit also points out, he believes it is “part of a larger political entity” (181). Throughout her article, she gives several examples of how different people have broken out of their primary Discourse, and entered a new, more powerful one. Delpit encourages teachers to not allow their students to think they are stuck in one social class/ Discourse throughout their entire life.

Dialectical Notebook

In this column you RESPOND to the quotes	In this column you TYPE OUT the quote
This quote, located in the opening paragraph, can easily be compared to Smitherman’s article “God Don’t Ever Change.” In that article, Smitherman is encouraging that blacks continue to keep their cultures original language and not think that they must convert to mainstream English. (Or as Smitherman would say, white English, aka WE.)	“Does it not smack as racism or classism to demand that these students put aside the language of their homes and communities and adopt a discourse…” (181).
This thought never even crossed my mind while I was reading Gee’s article about his ideas on primary and secondary Discourses. Delpit points out a very crucial, yet hidden, conflict with his statements. Also, as an education major it makes me upset if students were to think they would never be able to have the opportunity to switch class systems.	“… such a stance can leave a teacher feeling powerless to effect change, and a student feeling hopeless that change can occur” (182).
I chose this quote because the sentence right before it, which talked about how Marge was one of the most sought-out students in the program seemed a little too happily ever after for me. This particular quote shows that even though she may still not be the best of the best, her hard work paid off and that is what got her to where she is today.	“… even though [Marge’s] GRE scores were still low, she was accepted…” (183).
This is Delpit’s second example of how Gee’s assumptions about Discourses are incorrect. Even though the paragraph that goes with this example is kind of short, Delpit paints a quick background of the people, and then gets right to proving Gee’s point wrong. I like this example because it proves that literally anyone, even a group of 35 children born in the low (low) class can determine their future discourses.	“Almost all the children in the photo eventually left their home community, and almost all achieved impressive goals in life.” (183).
Once again, this quote directly relates to Smitherman’s ideas. Just because one wants to move to a new discourse, does not mean they have to abandon their primary one completely. Using the knowledge and language learned at home can help one to move forward in his or her life and be established in a new discourse.	“Acquiring the ability to function in a dominant discourse need not mean that one must reject one’s home identity and values…” (186).
I think that just this little snippet of the last sentence is crucial for Delpit’s ideas. Her audience is clearly teachers, who she emphasizes and encourages to take charge of their classroom. If the teachers are willing to help their students prosper in life, then they can’t expect to sit back and relax. They must be proactive, and encourage the, to use their experiences at home as a way to change their lives.	“When teachers are committed to teaching all students…” (188).