Assignment A

Other People's Children

Cultural Conflict in the Classroom

Lisa Delpit

Talking point #1:  The concept that white educators at the university level  "listen but don't hear" (Delpit, 2006, p.21-22) as mentioned by experiences with both a Black man and Native Alaskan woman.  "They wear blinders and earplugs" and they only respond with what the research has taught them and not what their experiences are.  The sense of frustration is palpable as evidenced by the statement "and when I get white kids, I just try to undo the damage they did" (Delpit, 2006, p.22). Wow. This statement really hit me, how can they do better? Is this the educators fault or the fault  or the lack of cultural competence classes in the teacher training programs? 

Talking point #2: Culture of Power and hidden meanings. The author states the fifth aspect of power as "those with power are frequently least aware of - or least willing to acknowledge- its existence. Those with less power are often most aware of its existence". (Delpit, 2006, p.26).  For those in the culture of power we don't see the implicit power we give to situations. We expect each of our students to just understand what we mean by phases and sayings we use, our nonverbal communication and maybe just eye contact instead of being clear and using explicit power to guide student learning.  I am a former teacher from the early 90's and I know without a doubt that I did not consider this in the classroom. 

Talking point #3:  The author states that she tells her students that "their language and cultural is unique and wonderful but that there is a political powergame that is being played and if they want to be in on that game there are certain games that they too must play". I think this is a beautiful thing to say to her students from other backgrounds to make them feel seen and heard.  I really liked the lesson that the Martha Demientieff, a Native Alaskan teacher used with her students to teach the codes of power. She describes their native language as comfortable and cozy and Formal english to play the game. She takes them on a picnic to further illustrate her point. She gives them the tools they need to succeed in a power culture and also reinforces how their native language is. 

Argument: The author argues that there is a debate over skills versus process in the classroom and a miscommunication when it comes to white educators and non-white students that is leading to frustration. We need to see ourselves in the culture of power and keep in mind that "people are experts on their own lives". (Delpit, 2006, p. 47).