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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You are commenting using your WordPress. But after reading both these essay I believe it will be something that I will always be aware from now on.

Lisa Delpit, “The Politics of Teaching Literate Discourse”

First Published 16 September 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 Twitter account. To substantiate her objections with the first position, Delpit includes stories of individuals that demonstrate that literate discourse can be acquired in the classroom setting.

This article helps to demonstrate how a highly motivated and passionate teacher can change the life of their students. 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.

At the end of her essay she says. Delpit also writes that both students and parents of color may often demand that the dominant discourse be taught in literaet 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.


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.

Theories of Literacy

Create tje free website or blog at WordPress. 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 the 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. I believe that with the power of a teacher who cares a student can accomplish more than they possibly could before.

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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. Sandy Brusin October 26, at 1: What can teachers do?

I have encountered a certain sense of powerlessness and paralysis among many sensitive and well-meaning literacy educators who appear to be caught in the throes of a dilemma. By continuing to use this website, you agree to their use. I think that Deplit has a strong point here.

Search all titles Search all collections. To find out more, including how to control cookies, see here: As they learned the dominant discourse, these students were able to acquire additional delpig with which to speak. This site uses cookies.


Lisa Delpit’s “The Politics of Teaching Literate Discourse” | Precis

Deplit proves Gee wrong in this area by the information she uses. Email required Address never made public.

It is this belief and passion that is present in every example. Delpit takes the analysis deeper to show how these exceptions came to be and how they might be duplicated in the future. This site uses cookies. Notify me of new comments via email. Fill in your details below or click an icon to log in: When a teacher cares it makes all the difference in a students work.

Reading Response, The Politics of Teaching Literate Discourse by Lisa Deplit | Theories of Literacy

I thought that Delpit did an excellent job eiscourse breaking down a difficult subject and coming up with a solution that viable and realistic. Strategies of Academic Discourse. Does it not smack of racism or classism to demand that these students put aside the language of their homes and communities and adopt a discourse that is not only alien, but that has often been instrumental in furthering their oppression?

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Just how do those students Delpit cites develop mastery of the dominant, mainstream discourse? 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.