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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“The Politics of Teaching Literate Discourse” – Delpit (Comment)

When the teacher cares then so does the student. Gee also states that primary discourses are closely related to dominant discourses of similar status in our society, and that consequently, those born to a lower status primary discourse will not be able to gain a socially dominant discourse. Yhe in your details below or click an icon to log in: What might multi-literacy look like?

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.

Delpit takes the analysis deeper to show how these exceptions came to be and how they might be duplicated in the future.

Theories of Literacy

Deplit proves Gee wrong in this area by the information she uses. Does it not smack of racism or discorse 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?


Newer Post Older Post Home. 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.

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You are commenting using your WordPress. First Published 16 September Although theirjob is to teach literate discourse styles to all of their students, they question whether that is a task they can actually accomplish for poor students and students of color. Gee states that dominant discourses could not be learned and were almost solely acquired through enculturation into that dominant discourse. Sandy Brusin October 26, at 1: This article helps to demonstrate how a highly motivated and passionate teacher can change the life of their students.

What can teachers do? Gee just doesn’t think that students can master a secondary discourse in the traditional classroom — and I’m not so sure that if we didn’t look closely at the examples that Delpit offers of students who did learn a secondary discourse in school, we wouldn’t see that these students didn’t just learn in the classroom, but also through what Gee calls “acquisition.

Why do we assume that there is only one discourse of school, especially in light of the work that scholars do?

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Lisa Delpit, “The Politics of Teaching Literate Discourse” – Scrapbooked Inquiries

Create a free website or blog at WordPress. 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. Many of her stories illustrate African Americans who lisz able to transcend the circumstances that they were born into through their acquisition of the dominant discourse.


When a teacher cares it makes all the difference in a students work. Strategies of Academic Discourse. Email required Address never made public. When someone believes in you it lisaa the world of a difference.

Strategies of Academic Discourse: “The Politics of Teaching Literate Discourse” by Lisa Delpit

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. You are commenting using your Twitter account. I hope here to speak to and help dispel that sense of paralysis and powerlessness and suggest a path of commitment and action that not only frees teachers to teach what they know, but to do so in a way that can transform and subsequently liberate their students.

Dlpit site uses cookies. Post was not sent – check your email addresses! By continuing to use off website, you agree to their use. Second, the teacher must recognize that there will be conflicts between the dominant discourse and the primary discourse, especially because they are not of similar social idscourse.