The Broken Bridge: When Silence Replaces Dialogue in Education
The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children
Lisa Delpit
Argument Statement
In The Silenced Dialogue, author Lisa Delpit introduces the culture of power framework explaining how students from middle-class homes have an academic advantage possessing knowledge of the unspoken rules and behavioral expectations valued by dominant institutions. She argues that students from marginalized backgrounds must be taught the cultural codes of power and the essential skills necessary to navigate dominant society and achieve both academic and professional success. She advocates for input from teachers of diverse cultural backgrounds, emphasizing their invaluable knowledge and experience, essential for understanding students’ cultural needs and creating inclusive classrooms.
The Broken Bridge: When Silence Replaces Dialogue in Education
The author addresses the communication breakdown between white and nonwhite educators resulting in poor collaboration, failure to meet diverse student needs and the perpetuation of systemic inequality. She shares stories with common themes of educators feeling dismissed and frustrated by not being heard by their white colleagues. These interactions suggest a disregard for perspectives based on cultural knowledge and experience. When white educators resist invaluable input, believing "they know what’s best for everybody, for everybody’s children" it sustains unequal power structures. This leads non-white educators to give up and withdraw causing “dialogue to be silenced”. As a result white educators mistakenly believe that their colleagues of color did ultimately agree with their logic because “After all, they stopped disagreeing, didn’t they”? This assumption creates a false sense of unity that fails to recognize and address the cultural differences and individual challenges experienced by marginalized students.
This reading prompted me to reflect on my own educational experiences through a lens I had never used before, making me aware of my own oblivious privilege. I have just now realized that despite attending schools in areas that served a diverse group of students, neither I nor my daughters ever had a non-white teacher throughout our school years. The only exceptions to this were Mrs. Watson, the beloved preschool teacher of my younger brother, and Mr. M, a short-term substitute for my daughter- both holding positions that denied them systemic power to influence the curriculum or change the status quo. It is shocking to me that I never noticed this misrepresentation or found it unusual but as a member of dominant society, this was my "normal". It is saddening to think that my classmates from marginalized groups never had that same privilege of normalcy.
“My kids know how to be black- you all teach them how to be successful in the white man’s world.”
The author introduces the concept of "culture of power"- the dominant rules or norms in our educational system that value and determine a student's success. It is noted that students from middle class homes tend to do better in school than those from non-middle class homes because the culture in school aligns with the culture of middle and upper class students. Being born into a dominant culture ensures knowledge and understanding of the unspoken rules related to linguistic forms, communicative strategies and presentation. The assumption that all students have equal knowledge of institutional codes and academic expectations disadvantages marginalized students and sets them up for failure. Failure to acknowledge these rules not being learned at home maintains the status quo and reinforces systemic inequality. Academic achievements of students who possess high social capital are attributed to their own personal merit without consideration of their privilege and unearned advantage. Conversely, students from marginalized communities are often viewed through a deficit lens and labeled “at risk” and in need of remedial instruction. Failing to use an asset-based approach overlooks individual strengths and cultural diversity, creating barriers to education which may limit future opportunities. Educators have a responsibility to teach and ensure all students have the knowledge and necessary tools to navigate the structural system. One of the challenges students face is the conflicting communication styles between home and school causing confusion about expected behaviors. It is suggested that well-meaning liberal educators who use progressive education strategies, such as indirect requests and veiled commands, can be detrimental by failing to ensure understanding of expectations resulting in compliance and adherence to the rules. This parent’s response to reports of misbehavior “If you just tell them what to do, they’ll do it…I tell them at home that they have to listen to what you say.” further reinforces how explicit instruction enables students to master institutional norms and access social capital leading to academic and future success.
Navigating the Code of Language
“Children have the right to their own language, their own culture. We must fight cultural hegemony and fight the system by insisting that children be allowed to express themselves in their own language style. It is not they, the children, who must change, but the schools. To push students to do anything else is repressive and reactionary.”
The author explains how the educational system values the dominant language code of “Standard” or “Formal” English as the norm for academic achievement and professional success. Students who speak Formal English are viewed more favorably and perceived as intelligent and competent, positioning them closer to power. Marginalized students are often judged more harshly and thought to be less intelligent simply because their language does not align with the dominant standard. These linguistic differences are often considered deficiencies rather than being recognized as valuable cultural assets.
Although she believes all students should learn the dominant language in order to navigate social institutions, she also advocates for the preservation of cultural identity through the maintenance of home language. She shares examples of students who struggled academically because they were not taught these dominant language codes. She suggests this lack of teaching may be related to poor instruction, unconscious bias or fear of appearing culturally insensitive. However, failure to teach this valuable information can have lasting negative consequences, creating barriers and limiting access to social capital and power. Conversely, if students perceive their culture and home language is not valued, they may feel inferior and begin to question their intelligence and self worth. These feelings of inadequacy and self doubt may lead students to withdraw socially and academically, limiting their potential for future opportunities and success. Educators can better support these students by teaching the dominant language code as an additional tool, while affirming the value of their linguistic and cultural backgrounds. This approach will empower students to feel comfortable using Formal English when necessary without feeling pressured to abandon their culture, home language and personal identity in order to succeed academically and conform to societal demands.
The recent public reaction to Providence Police Chief Oscar Perez demonstrates how language can unfairly influence perception of authority and competence. Despite his qualifications and leadership ability, criticism of his accent overshadowed his professional accomplishments. This is relective of the socieatal bias that equates Formal English with intelligence, worth and professionalism. The same bias is present in schools where students whose language does not align with the standard norm are often perceived as less capable. This mindset perpetuates inequality based on language and access to codes of power.
Your post really articulates the depth and complexity of Delpit's chapter -- and, as you have every week, you are unafraid to turn the microscope on your own experiences to see how privilege and power play out for you as well!
ReplyDeleteI liked how you talked about language and how it can affect how people are perceived in school and society. Your point about teaching students the dominant language while still valuing their home language connects really well to Delpit’s ideas about the culture of power. The example about the Providence police chief was also really interesting because it shows how language bias can happen outside of schools too.
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