Book Critique
Lisa Delpit presents a passionate plea for American educators to recognize the inconsistencies and unfair practices that penalize students of color from low-income communities. In doing so, she exposes the bias and prejudice associated with “the culture of power” and relates how “the silenced dialogue” of African-American teachers perpetuates the problem in United States schools. Delpit’s book is especially relevant because she interjects her opinions with real life scenarios and actual characters from her experiences in urban schools. After reading the text, I have a better understanding of the critical nature of the issues surrounding the need for the creation of educational equity and culturally responsive education. As educators, we have a responsibility to ensure that all students receive the same educational opportunities and experiences, regardless of their ethnicity, race, or cultural background. Delpit’s text has encouraged me to reexamine my beliefs and teaching philosophy and consequently, I have reshaped some of my understandings regarding the issues she addresses.
Delpit presents arguments that are powerful, logical, and ethically and morally based. Her position on skills based practices for literacy development versus the writing process approach was the most surprising to me. Everything that I have ever read or learned has stressed that literacy development should focus on the whole process and not isolated skills. I was surprised to read that Dr. Delpit advocates that black students be instructed in small reading groups on specific skills because whole language methods and strategies are not successful for them. I was especially struck by the complexity of the issue of cultural conflict, yet I understand Delpit’s idea of a culture of power and recognize that changes must be made in teaching technique and pedagogy. I feel as though the issue of racial inequity in the classroom is a larger reflection of the continuing prejudice, stereotypes, and bias that exists within the larger society. Delpit calls for teachers to celebrate their students’ diversity and embrace the pluralism within their classrooms, and this resonated most with me because of my personal beliefs regarding the significance of individuality and the uniqueness of all human beings. In an increasingly diverse world, it is absolutely essential that we not compartmentalize learning according to predetermined standards and generalized expectations.
Delpit’s arguments in the book have illuminated and enhanced my perspective on multicultural learning and equity in the classroom. Her detailed examples offer a personal glimpse into the struggles and difficulties of black students and their teachers of color who strive to be heard. As a white person of privilege, it is difficult for me to imagine what these students and teachers are confronted with on a daily basis within their educational communities. I have learned that teachers must open dialogue about problems, listen to the advice and experience of people who live in a similar cultural environment, and most of all to be aware of how teaching methods, curriculum, materials, and ideology can stifle or suppress the rich cultural expression of students of color. Delpit’s no-nonsense approach to her analysis of how race affects one’s experience in the classroom has caused me to recognize the problem, commit to diligence in seeking a solution, and to be aware of the wealth of learning that can be accomplished through embracing the cultural diversity of my students.
One of the most important suggestions that Delpit makes is that teacher education programs should take steps to prepare their students for diversity. The author suggests that university faculties should diversify and provide mentors for students and teachers of color. She also maintains that teacher education programs should stress the teachings of John Dewey, who advocated for restructuring education classes so that all students are encouraged to bring their prior knowledge, past experiences, and personal stories to the classroom. In addition, Delpit suggests that professors structure their classrooms so that students of color take on the role of “experts” when group assignments or observations involve black students.
Some of the questions that I might ask Lisa Delpit are:
Lisa Delpit presents a passionate plea for American educators to recognize the inconsistencies and unfair practices that penalize students of color from low-income communities. In doing so, she exposes the bias and prejudice associated with “the culture of power” and relates how “the silenced dialogue” of African-American teachers perpetuates the problem in United States schools. Delpit’s book is especially relevant because she interjects her opinions with real life scenarios and actual characters from her experiences in urban schools. After reading the text, I have a better understanding of the critical nature of the issues surrounding the need for the creation of educational equity and culturally responsive education. As educators, we have a responsibility to ensure that all students receive the same educational opportunities and experiences, regardless of their ethnicity, race, or cultural background. Delpit’s text has encouraged me to reexamine my beliefs and teaching philosophy and consequently, I have reshaped some of my understandings regarding the issues she addresses.
Delpit presents arguments that are powerful, logical, and ethically and morally based. Her position on skills based practices for literacy development versus the writing process approach was the most surprising to me. Everything that I have ever read or learned has stressed that literacy development should focus on the whole process and not isolated skills. I was surprised to read that Dr. Delpit advocates that black students be instructed in small reading groups on specific skills because whole language methods and strategies are not successful for them. I was especially struck by the complexity of the issue of cultural conflict, yet I understand Delpit’s idea of a culture of power and recognize that changes must be made in teaching technique and pedagogy. I feel as though the issue of racial inequity in the classroom is a larger reflection of the continuing prejudice, stereotypes, and bias that exists within the larger society. Delpit calls for teachers to celebrate their students’ diversity and embrace the pluralism within their classrooms, and this resonated most with me because of my personal beliefs regarding the significance of individuality and the uniqueness of all human beings. In an increasingly diverse world, it is absolutely essential that we not compartmentalize learning according to predetermined standards and generalized expectations.
Delpit’s arguments in the book have illuminated and enhanced my perspective on multicultural learning and equity in the classroom. Her detailed examples offer a personal glimpse into the struggles and difficulties of black students and their teachers of color who strive to be heard. As a white person of privilege, it is difficult for me to imagine what these students and teachers are confronted with on a daily basis within their educational communities. I have learned that teachers must open dialogue about problems, listen to the advice and experience of people who live in a similar cultural environment, and most of all to be aware of how teaching methods, curriculum, materials, and ideology can stifle or suppress the rich cultural expression of students of color. Delpit’s no-nonsense approach to her analysis of how race affects one’s experience in the classroom has caused me to recognize the problem, commit to diligence in seeking a solution, and to be aware of the wealth of learning that can be accomplished through embracing the cultural diversity of my students.
One of the most important suggestions that Delpit makes is that teacher education programs should take steps to prepare their students for diversity. The author suggests that university faculties should diversify and provide mentors for students and teachers of color. She also maintains that teacher education programs should stress the teachings of John Dewey, who advocated for restructuring education classes so that all students are encouraged to bring their prior knowledge, past experiences, and personal stories to the classroom. In addition, Delpit suggests that professors structure their classrooms so that students of color take on the role of “experts” when group assignments or observations involve black students.
Some of the questions that I might ask Lisa Delpit are:
- In your opinion, what is the first step that must be taken in an urban school of predominately black students to successfully implement the idea of a culturally responsive education for all students?
- What is the best way to educate teachers about the issues surrounding the debate over literacy education (skills versus writing process)?
- In light of the evidence that supports family involvement in a child’s education, what are your suggestions concerning the ways that parents and family members might be educated about the value of multicultural education and the importance of equity in the classroom?
- Based upon your personal experiences as an educator and a parent, do you have any advice regarding the most effective way to handle criticism and disapproval of the ideas and suggestions you put forth in your book?
Graphics courtesy of
Google Images, Sweet Clipart, and PicMonkey
Google Images, Sweet Clipart, and PicMonkey