Lisa Delpit

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Lisa D. Delpit is an American educationalist and author. She is also an Eminent Scholar and Executive Director of the Center for Urban Educational Excellence at Florida International University in Miami, Florida and Felton G. Clark's first Distinguished Professor at Southern University in Baton Rouge, Louisiana.

The Early Years[edit]

Lisa Delpit spent her childhood years on Lettsworth St. in "Old South Baton Rouge," the first black settlement in the city. The house in which she lived as a child was built next to the "Chicken Shack," a community restaurant that her father started, she was told, with 46¢ in his pocket. Much of her young life was spent in the kitchen with her father. Delpit recalls a Baton Rouge where her mother could not try on a hat in the department store and where black children were unable to attend school with white children. She remembers black nuns who told her 'Act your age, not your color' because of the then internalized views in society concerning black people. At only the age of seven, when her father died of kidney failure because he had no access to a dialysis machine, Delpit remembers the local hospital having a separate ward for colored patients.[1] She recalls: "When I was growing up, my mother and my teachers in the pre-integration, poor black Catholic school that I attended, corrected every word I uttered in their effort to coerce my black English into sometimes hypercorrect standard English forms acceptable to black nuns in Catholic schools. In elementary school, I diagrammed thousands of sentences, filled in tens of thousands of blanks, and never wrote any text longer than two sentences until I was in the 10th grade of high school".[2] In spite of Delpit's light skin, freckles and reddish hair, her emergence from childhood to adolescence brought with it a changing world; one accompanied by a different view of Baton Rouge. Due to these changes, Delpit eventually became one of the first few frightened black students from "good" families to integrate St. Anthony's High School, one of the Catholic high schools she attended in her hometown. Currently, as an author, educator, and mother, Delpit continues to cross lines and challenge the status quo as she engages in discourse and advocates for educational practice geared towards students of color.[1]

Her Journey Through the Education System[edit]

Delpit attended Antioch College in Ohio, which was known at the time for its radicalism. After she obtained her Bachelor of Science Degree in Education, she was eager to utilize the progressive teaching strategies in her first teaching position at an inner-city open elementary school in Southern Philadelphia. The students were 60 percent poor black children from South Philadelphia and 40 percent white children from Society Hill. Delpit recalls: "The black kids went to school there because it was their only neighborhood school. The white kids went to school there because their parents had learned the same kinds of things I had learned about education." Dissonnance arose in Delpit's teaching when she realized her strategies did not work for all her students; her white students zooming ahead while her black students played games and learned to read, but only much slower than the white kids. Later on, when Delpit attended Harvard Graduate School of Education to pursue her Master's and Doctoral degrees in Curriculum, Instruction and Research,[3] she came to understand the importance of students learning to write in meaningful contexts.[1] Delpit went on to explore the novel views acquired about culture and learning by way of a fellowship she received which facilitated her work in Papua New Guinea. This easternmost part of New Guinea, the second-largest island in the world, served as a natural laboratory for Delpit, who spent approximately one year on the island evaluating school programs for the local government and conducting her own research.[1]

Throughout her career, Delpit also functioned in a variety of other roles. As scholar, she served on the Commission for Research in Black Education (CORIBE).[4] She also worked as teacher and Professor at Georgia State University GSU and later assumed the capacity of Professor at Florida International University College of Education(FIU).[5]

As an African-American researcher, Delpit's emphasis has been elementary education with a focus on language and literacy development.[6] She has also been concerned with issues relating to race[7] and access granted to minority groups in education.[8] Below are some of the themes explored in Delpit's work.

Themes Running Through her Work[edit]

The Granting of Students Access to the Culture of Power[edit]

In one of her most heavily cited works, The Silenced Dialogue,[9] Delpit argues the focus on process-oriented as opposed to skills-oriented writing instruction reduces the chances for black children to gain access to the tools required for accessing the "culture of power", which she describes as follows: (1) Issues of power as being enacted in classrooms; (2) Codes or rules established for participation in power, lending credence to the existence of a "culture of power"; (3) Rules of the culture of power being a reflection of the rules adhered to in the culture of those who have power; (4) Understanding explicitly the rules of a culture of power as fundamental to acquisition of the power of that culture; and (5)Tendency of those within the culture of power to be least aware or willing to admit that a culture of power exists. Delpit explores stances taken by teachers towards black children within the classroom and emphasizes how essential it is for teachers, both black and white, to communicate effectively and positively with black students if they are to achieve academic success. She concludes the skills/process debate is fallacious because it subscribes to the view that black and poor children can be categorically organized. Rather, she asserts the need for equipping black students to communicate across cultures. She believes teachers can play a major role as they give a voice to people and to children of color.[9]

Preparing teachers for Cultural, Linguistic and Ethnic Diversity[edit]

In Lessons from Teachers,[10] Delpit emphasizes the importance of teachers altering practices in urban schools. Among the principles identified are the need to teach more and not less content to poor children, ensuring children access to conventions/strategies necessary for succeeding in the context of American society, connecting students' knowledge and experiences from their social contexts to knowledge acquired in the schools and acknowledgement and recognition of students' home cultures. Delpit asserts these principles challenge teachers to revolutionize education by counteracting the negative impact of stereotypical values attached to students of color in the American system.[10]

Developing Open-mindedness and Eliminating bias of the “Other”[edit]

In Educators as "Seed People" Growing a New Future, Delpit discusses the significance of educators taking on positive attitudes towards students of color. She highlights the importance of looking beyond standardized test scores and scripted instructional programs if one is to truly educate all students. Delpit maintains educators can no longer continue to question whether low income students of color are capable, but must instead create rigorous and engaging instruction based on the students' cultural, intellectual, historical and political legacies. She asserts eductors have much to learn from pre-integration African-American institutions in which Black intelligence is affirmed and which provide students with the motivation to achieve.[11]

Quotes[edit]

From "The Interview"[edit]

"If teachers make judgments only according to the tests being inflicted on the children by the schools, then they can misunderstand their children's brilliance."[12]

"Many liberal educators hold that the primary goal for education is for children to become autonomous, to develop fully who they are in the classroom setting without having arbitrary, outside standards forced upon them.This is a very reasonable goal for people whose children are already participants in the culture and power and who have already internalized its codes."[12]

From "The Silenced Dialogue"[edit]

"We do not really see through our eyes or hear through our ears, but through our beliefs.”[13]

“To put our beliefs on hold is to cease to exist as ourselves for a moment — and that is not easy." [13]

“It is painful as well, because it means turning yourself inside out, giving up your own sense of who you are, and being willing to see yourself in the unflattering light of another's angry gaze.”[13]

“It is not easy, but it is the only way to learn what it might feel like to be someone else and the only way to start the dialogue.”[13]

“What the experience led me to understand is that pretending that gatekeeping points don’t exist is to ensure that many students will not pass through them.”[13]

“ . . . those who are most skillful at educating Black and poor children do not allow themselves to be placed in ‘skills’ or ‘process’ boxes They understand the need for both approaches, the need to help students to establish their own voices, but to coach those voices to produce notes that will be heard clearly in the larger society.”[13]

Awards[edit]

  • Outstanding Contribution to Education: Harvard Graduate School of Education (1993)
  • Recipient of the American Education Research Association Cattell Award for Outstanding Career Achievement (1994)
  • Recipient of the Antioch College Horace Mann Humanity Award (2003)
  • Award-winning author of Other People’s Children: Cultural Conflict in the Classroom, The Skin We Speak and The Real Ebonics Debate

Selected Works[edit]

  • Delpit, L. D., & Kemelfield, G. (1985). An evaluation of the viles tok ples skul scheme in the North Solomon’s Province. Statistics, 15(4), 168-170.
  • Delpit, L. (1986). Skills and other dilemmas of a progressive black educator. Harvard Educational Review, 56(4), 379-386.
  • Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58(3), 280-299.
  • Delpit, L. (1990). Language diversity and learning. In S. Hynds & D.L. Rubin (Eds.), Perspectives on Talk and Learning (pp. 247–266). Urbana, IL: National Council of Teachers of English.
  • Delpit, L. D. (1992). Acquisition of literate discourse. Bowing before the master? Theory Into Practice, XXXI(4), 296-302.
  • Delpit, L. D. (1992). Education in a multicultural society: Our future's greatest challenge. The Journal of Negro Education, 61(3), 237-249.
  • Delpit, L. (1994). Seeing color: A review of White teacher. In B. Bigelow, L. Christensen, S. Karp, B. Miner, & B. Parkerson (Eds.), Rethinking our classrooms: Teaching for equity and justice (pp. 130–131). Milwaukee, WI: Rethinking Schools.
  • Delpit, L. (1995). Teachers, culture, and power: An interview with Lisa Delpit. In D. Levine, R. Lowe, B. Peterson & R. Tenorio (Eds.), Rethinking schools: An agenda for change, (pp. 136–147). New York, NY: The New Press.
  • Delpit, Lisa. (1995). Other People’s Children: Cultural conflict in the classroom. New York, NY: The New Press.
  • Delpit, L & Perry, T. (1998). The Real Ebonics Debate: Power, Language, and the Education of African-American Children (Eds.). Boston, MA: Beacon Press.
  • Delpit, L. & Dowdy, J. K. (2002). The Skin That we Speak: Thoughts on language and culture in the classroom (Eds.). New York, NY: The New Press.
  • Delpit, L. D., & White-Bradley, P. (2003). "Educating or imprisoning the spirit: Lessons from ancient Egypt." Theory into Practice, 42(4), 283-288.
  • Delpit, L.D. (2006). "Lessons from teachers." Journal of Teacher Education, 57(3), 220-231.
  • Delpit, L. D. (2012). Multiplication is for White People: Raising expectations for other people's children The New Press.

References[edit]

  1. ^ a b c d Viadero, Debra (1996). Education Week 15 (25). 
  2. ^ Delpit, Lisa (1995). Other Peoples' Children: Cultural Conflict in the Classroom. New York: New Press. 
  3. ^ "Academic Affairs". Southern University and A&M College. 
  4. ^ King, Joyce (2005). Black Education: A Transformative Research and Action Agenda for the New Century. Psychology Press. ISBN 978-0-8058-5457-2. 
  5. ^ "Lisa Delpit Joins Southern Staff". The Advocate. 
  6. ^ "Binghampton Magazine". Article. Binghampton University: State University of New York. Retrieved 1 May 2011. 
  7. ^ Delpit, Lisa (1994). Seeing color: A review of a White teacher. pp. 130–131. 
  8. ^ Delpit, Lisa (1992). "Education in a multicultural society: Our future's greatest challenge". The Journal of Negro Education 61 (3): 237–249. doi:10.2307/2295245. 
  9. ^ a b Delpit, Lisa (1988). "The Silenced Dialogue: Power and Pedagogy in educating other people's children". Harvard Educational Review 58 (3): 280–298. 
  10. ^ a b Delpit, Lisa (2006). "Lessons from teachers". Journal of Teacher Education 57 (3): 220–231. doi:10.1177/0022487105285966. 
  11. ^ Delpit, Lisa (2006). "Educators as "Seed People" Growing a New Future". Educational Researcher 7 (32): 14–21. doi:10.3102/0013189x032007014. 
  12. ^ a b Stanley, Nile (2003). Florida Reading Quarterly 40 (2): 12–18. 
  13. ^ a b c d e f Delpit, Lisa (1988). "The silenced dialogue". Harvard Educational Review 58 (3): 280–299. 
  14. ^ Viadero, Debra (March 13, 1996). "Lisa Delpit Says Teachers Must Value Students' Cultural Strengths". Education Week (Editorial Projects in Education). Retrieved 2010-05-03.